Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities

This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employment. The study was undertaken by the four publicly funded Western Australian universities, in partnership with the Chamber of Commerce and Industry of Western Australia, and is focused on work placements among business students. Findings indicate employers had very little understanding of WIL offerings at the four Business Schools. While employers generally believed that student work placements are useful for their industry sectors, a number of issues impacted on their engagement in WIL. These included identifying suitable projects and tasks for students to complete; sourcing suitable students; concerns with student performance and capacity to mentor/supervise. A combination of quantitative and qualitative research tools were used with data gathered by an employer survey (N?=?112) and focus group sessions (N?=?17). The study recommends a number of ways to alleviate barriers and challenges to improve the WIL experience for all stakeholders and ensure the sustained growth of WIL in the higher education sector.     

English in action: school based teacher development in Bangladesh

In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.     

The Theory of Planned Behavior Within the Stages of the Transtheoretical Model: Latent Structural Modeling of Stage-Specific Prediction Patterns in Physical Activity

This is the first study to test whether the stages of change of the transtheoretical model are qualitatively different through exploring discontinuity patterns in theory of planned behavior (TPB) variables using latent multigroup structural equation modeling (MSEM) with AMOS. Discontinuity patterns in terms of latent means and prediction patterns for the different stage groups were examined. Adults (n = 3,462) were assessed on their physical activity stages of change and TPB variables. The TPB was separately examined within the five stage groups. The TPB measurement model fit was acceptable. Latent mean analyses with post-hoc contrast and MSEM indicated discontinuity patterns. Results underscore the qualitative differences between the stages that may guide further research and the design of interventions integrating the approaches.     

Educational assessment in Canada

This article describes the Canadian education system and provincial/territorial, national, and international large‐scale assessment (LSA) programmes that currently operate within this large multicultural country. We highlight the policy implications of LSA programmes within Canada’s 10 provinces and three northern territories, and how the country balances international pressures with the demand for independence in the educational practices of its distinct provinces and territories. The discussion outlines how the systematic use of performance information is institutionalised through two kinds of accountability, ethical‐professional and economic‐bureaucratic accountability.     

The Quality of Teaching and Learning in Higher Education: Evaluating the Evidence

The issue of the quality of teaching in higher education is in the process of becoming a matter of greater public interest than hitherto. This paper concerns the evidence on which quality can be assessed. Drawing on the relevant literature from both the secondary and tertiary sectors of education, it reviews the types of evidence which are available. A critical analysis is offered of the extent to which each isolates teaching quality from distinct variables such as student characteristics and assessment standards. It is argued that quantitative approaches do not currently offer potential to assess teaching quality and are unlikely to do so given the current structure of higher education. The greatest promise lies in the external scrutiny recently instituted by the Higher Education Funding Councils and the Higher Education Quality Council. It is recommended that this scrutiny would be further strengthened by integrating the functions of these two authorities and by phasing out the use of numerical assessment scales in favour of wholly qualitative reporting.     

Peer–led Approaches to Care

In this paper the reasons for and research on the importance of peer–led approaches to care are explored. Examples of peer–led approaches are explored and these include peer–led pastoral care systems and initiatives such as befriending, circle of friends and peer mediation. Finally the development of resilient schools is discussed and the necessary context of peer–led approaches examined.     

Children's astronomy: implications for curriculum developments at Key Stage 1 and the future of infant science in England and Wales

Experience suggests that few areas of science could claim to capture the interest, curiosity and imagination of young children as much as astronomy does, few are more relevant and fundamental to their everyday lives, and few are more stimulating, motivating and fun. Infant and primary astronomy is concerned with more, however, than teaching concepts and process skills or about learning facts and figures. It is certainly more than simply knowing about the periodic changes associated with how the Earth, Sun and Moon move with respect to one another. It is about the nature of science and ‘scientific’ thought. It is about human achievement. It is about feelings and emotions; our relationships with each other and our relationships with nature. It is about the many important aspects of time, cycles and change. From this standpoint, radical changes to the early years astronomy component of a recently introduced and twice revised national science curriculum operating in all maintained schools throughout England and Wales are considered both misguided and premature. Exploring the nature of infant children's ideas and beliefs in certain astronomical areas, concerns about the direction of curriculum developments and the status of early years science are discussed.     

Dynamic visual support for story comprehension and mental model building by young,at-risk children

Multimedia technology allows precise coordination of linguistic and visual information and may provide teachers with tools for enhancing literacy foundations in children–especially those who might otherwise be at-risk for school failure. This research explores the hypothesis that a multimedia environment with dynamic visual support facilitates language comprehension when children listen to short stories. Kindergarten children heard stories in three conditions: Helpful video, in which dynamic, silent video accompanied the beginning of stories; No video, in which children only heard the stories; and Minimal video, in which static images of characters and places accompanied the beginning of stories. In all conditions, the ending of the story was presented without visual support. Overall, the pattern of results suggests that dynamic visual support can provide a framework for understanding and remembering linguistic information.This research was funded by the National Institute of Child Health and Development, grant P01 HD15051-12. The views expressed in this article do not necessarily reflect the views of that organization.     

A longitudinal analysis of the alignment between children’s early word-level reading trajectories,teachers’ reported concerns and supports provided

Reading and Writing - In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through...     

Examining the Effectiveness of a Professional Development Program: Integration of Educational Robotics into Science and Mathematics Curricula

Journal of Science Education and Technology - This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science...