Joining the Learning Society and working in the NHS: some issues

In this paper we discuss the concept of the Learning Society in relation to staff working in the NHS (National Health Service) and taking part in formal courses. We outline the changing context within the NHS and draw on evidence from interviews with 38 participants on two courses. While motives for participation in courses were mixed, many staff felt under some pressure to engage in formal courses and in some cases undertook work‐related training in their own time and at their own expense. We conclude by discussing the implications of these findings for the development of a Learning Society.     

A Qualitative Method for Assessing Faculty Satisfaction

Universities attempt to hire the highest quality faculty they can, but they are not always successful at retaining them. Furthermore, some faculty members who do remain may not function as engaging colleagues who make others want to stay. This study investigates why some faculty members leave and why others stay by illuminating the complexities of individual experiences. Using semi-structured interviews rather than surveys, a matched cohort of 123 faculty members (half current and half former) from one institution was interviewed. Although some of their primary reasons for satisfaction or dissatisfaction (e.g., collegiality, mentoring) were predicted by general survey research, there were also unforeseeable issues that strongly influenced satisfaction and decisions to stay or leave, demonstrating the importance of institution-specific research. This paper provides a method for collecting institution-specific information as well as several arguments for conducting interviews instead of pre-defined surveys.     

Educational Media

Dean Jamison, et al. The Effectiveness of Alternative Instructional Media: A Survey (March 1973, 72 pp.)

Dean Jamison with Steven Klecs, The Cost of Instructional Radio and Television for Developing Countries (March 1973, 57 pp.)

Emile G. McAnany, Radio's Role in Development: Five Strategies of Use (September 1973 with a 1976 afterword, Info. Bulletin No. 4, 29 pp.)

Henry T. Ingle, Communication Media and Technology: A Look at Their Role in Non-Formal Education Programs (August 1974, Info. Bulletin No. 5, 62 pp.)

Lois Joy Lester, A Directory of Sources of Assistance on Educational Technology for Development (November 1975, Info. Bulletin No. 6, 90 pp.)

A Sourcebook on Radio's Role in Development: (October 1976, Info. Bulletin No. 7, 85 pp.)

Therese Silverman, Tele-Niger: Adapting an Electronic Medium to a Rural African Context (undated, but late 1976, Info. Bulletin No. 8, 45 pp.)

Development Communication Report (an apparently irregular newsletter)

Keith W. Mielke and James W. Swinehart's Evaluation of the Feeling Good Television Series (Children's Television Workshop, One Lincoln Plaza, New York, N.Y. 10023—$10.00, paper)     

Pharmacokinetic Models for Active Learning of Differential Equations

Abstract

We present adaptable activities for models of drug movement in the human body – pharmacokinetics – that motivate the learning of ordinary differential equations with an interdisciplinary topic. Specifically, we model aspirin, caffeine, and digoxin. We discuss the pedagogy of guiding students to understand, develop, and analyze models, progressing in complexity to a system of differential equations. We investigate the effects of parameter values that distinguish various health levels, and dosing that may have toxic effects. Our assignments include modeling in a student-centered, active, and increasingly inquiry-oriented setting through which the mathematics and biology inform and reinforce each other. We include supplemental information regarding inquiry methods, student learning outcomes, a student’s commentary about our activities, and support through mathematical communities such as POGIL and SIMIODE.     

Exploring associations between supervisory support,teacher burnout and classroom emotional climate: the moderating role of pupil teacher ratio

Abstract

In previous studies on classroom emotional climate (CEC), factors related to teacher’s working conditions have rarely been included. Thus, in the current study, we examined associations between supervisory support, teacher burnout and CEC, and whether pupil teacher ratio (PTR) moderated this association, applying a randomised-control trial design. Participants were students from 300 classes at the end of grade 1, and 300 teachers. Structural equation modelling (SEM) revealed significant relations between supervisory support and teacher burnout and between teacher burnout and CEC. Supervisory support was indirectly related to CEC through teacher burnout. Finally, PTR moderated the association between teacher burnout and CEC.