Teaching and learning across disciplines: student and staff experiences in a newly modularised system

Within modular degrees it is sometimes possible for students to broaden their education by taking modules from outside their main programme of study. This is one significant aspect of modular degrees which has not been studied. In an effort to better understand this issue, the research reported in this paper explored the experiences: (1) of students taking modules from outside their programme of study and; (2) of staff teaching modules with significant numbers of students from other programmes. In total, 820 undergraduate students responded to an on-line survey; 12 academic staff members participated in interviews. The survey focused on students’ reasons for choosing the module, their experiences of assessment and their perceptions of workload. Interviews with academic staff focused on the influence of non-programme students on teaching and assessment practices. The discussion addresses the implications of student choice and classroom diversity for teaching and assessment in modular systems.     

Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs

North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.     

Public health practitioners' information access and use patterns in the Maryland (USA) public health departments of Anne Arundel and Wicomico Counties

PURPOSE: To increase understanding of the information needs and use of public health practitioners. SETTING: From June 2005 to May 2006, the library offered a course in public health information resources to eighteen practitioners in two counties, access to the library's licensed electronic resources through a tailored web portal, and consulting services. EVALUATION METHOD: We combined usage statistics from the web portal, self-report and observational data collected during training and shadowing of participants. CONCLUSIONS: The data from this project indicate that usage of licensed information resources and services is infrequent but broad ranging. A few users register at the high end of the usage range, but one use of one high quality article can have a significant impact on policy decisions. Time and competing responsibilities often constrain the retrieval and use of resources for evidence-based decision making and an informationist or power-user model may be more appropriate than training all practitioners to integrate searching into their workflow. This study indicates (i) that evidence-based public health practice requires seamless and broadly based information access; and (ii) that the currently existing patchwork does not support the level of use or take into account the time constraints of information needs for public health practice.     

Reviews

Moyle, Donald (compiler) (1979) Teaching Reading. Peddie, W. S. & White, G. R. (1978). Testing in Practice–a guide to the preparation and marking of tests, formal examinations and informal assessments. Drummond, Don and Wignell, Edna (Editors), 1979. Reading: A Source Book. Roswell, Florence G. and Chall Jeanne S., (1979). Roswell Chall Diagnostic Reading Test of Word Analysis Skills.     

The formative and summative uses of a Professional Development Portfolio: a Maltese case study

The paper examines the rationale and the uses of portfolios in initial teacher education. This rationale is then applied to explore the development and implementation of the Professional Development Portfolio (PDP) as an integral part of the initial teacher education programme offered by the Faculty of Education, University of Malta. The paper considers the responses of students and lecturers to this mode of assessment; in particular, how the tensions between the formative and summative functions of portfolios were experienced and responded to at institutional level. The paper is the result of the debates and discussions among the three authors. Deborah Chetcuti and Grace Grima were directly involved in the development of the assessment innovation, Patricia Murphy was a visiting academic and external examiner during the period.     

Gender Differences in Science: An Expertise Perspective

The purpose of this paper is to propose a new approach to research on gender differences in science that uses the work on expertise in science as a framework for understanding gender differences. Because gender differences in achievement and participation in the sciences are largest in physics, the focus of this review is on physics. The nature of expertise is first discussed and a framework that focuses on factors that influence the emergence of expertise in physics is presented. This is used to interpret what is known about gender differences in science, particularly physics. Next, the potential contributions of the research on gender differences to our understanding of expertise are discussed. Using what is learned from these two areas of research, recommendations are made for future research examining gender differences in physics. It is suggested that such an approach be used for other areas of science, such as chemistry, where large gender differences in achievement and participation also exist.     

Classroom Community and Peer Culture in Kindergarten

This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s social development and creation of a peer culture during the transitional months into public education. The main focus of the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class.     

Malawi's special needs education (SNE): perspectives and comparisons of practice and progress

The sub‐Saharan country of Malawi is steeped in a robust educational reform movement to ensure ‘Education for All’. Based upon country immersion experience and a review of the literature, this report highlights Malawi's nationwide support for its special needs education (SNE) campaign. First discussed is a brief overview of Malawi, its people and its educational philosophy regarding SNE. Comparisons of sub‐Saharan countries’ educational provisions for students with special learning needs follow, as do explanations of the country's classroom practices and its national SNE Policy (revised in 2007). Described along with ‘best practices’ and the country's history of SNE teacher preparation initiatives is the structure of Malawi's SNE implementation, its design in the classroom, teacher preparation particulars and SNE programme milestones. Partners (organisations), integral to the success of Malawi's SNE efforts, are emphasised; and related policies and provisions are presented, along with closing discussion of assessment, diagnosis, programming, and future implications and conclusions.