Learning at a distance: the case of the community pharmacist

The article, written jointly by a provider and an evaluator of distance learning, begins by highlighting recent increased interest in continuing professional development. In particular community pharmacists' needs for continuing education are examined against a background of their changing role. The authors then report the findings from a one-year evaluation of distance learning materials produced and distributed by the Centre for Pharmacy Postgraduate Education at the University of Manchester. The evaluation, undertaken by a team from the Scottish Council for Research in Education, was conducted in two phases: first, a national survey of registered pharmacists, and second, a series of focus group meetings with practising pharmacists. By separating high, low and non-users, a picture of professional use of distance learning, the influence of mediating factors and the inter-relationship between personal motivation and design emerge. Some of the findings challenge the current orthodoxy (see for example, Lewis 1995, Burt 1997, Burt and Simpson 1998, Bennett 1998) which underpins distance learning. Finally, changes made as a consequence of the evaluation are indicated, showing how research can influence practice.     

Teaching use of formal thought for improved chemistry achievement

Attrition rates from the foundation science programme at the University of Papua New Guinea are high and related to an inability to use formal thought. An intervention measure with marginal students in this foundation course is reported here. This five‐week intensive intervention was intended to assist these marginal students to perform better on formal elements of the chemistry course. Short‐term beneficial effects of intervention were observed but these were not maintained once the intensive programme ceased.     

Teacher Classroom Management Skills and Pupil Behavior

An experimental group of 20 in service elementary teachers was trained using the Utah State University Classroom Management Protocol Modules, and compared before and after training with a control group of 9 teachers. Although the experimental teachers received more favorable post-training scores on all 13 classroom management behaviors covered in the modules, the differences were generally small and nonsignificant. The level of work involvement and deviant behavior of pupils of the experimental group teachers was also compared before and after the teachers had been trained. In recitation situations, pupil work involvement increased and deviant behavior decreased significantly. In seat work situations, pupil work involvement increased significantly, but no significant changes occurred in deviant behavior.     

Developing 14–19 education: meeting needs and improving choice

The recent UK government Green Paper proposes reform for the supply side of 14–19 education, establishing four key goals. This article focuses on the first of these goals: meeting needs and improving choice. The article draws on research on sixth form colleges, general further education colleges and schools. It argues that employers, one of the two groups highlighted in the Green Paper, are a relatively weak force in shaping provision. The second group, young people, are more powerful due to current funding incentives. It presents evidence which suggests that colleges and schools perceive both practical and attitudinal difficulties in collaborating to meet needs by offering flexible routes and a distinctive range of choices. A long history of intervention in the supply side has not achieved widening participation nor equity amongst the choices offered. A more radical approach to influencing the demand side may be needed.     

EDUCATION FOR THE ELDERLY: TRENDS AND PROBLEMS IN THE 1980s

The 1980s will see a trend toward lifelong education and a resulting shift in educational emphasis to educating older people. As part of this trend, more people will reach retirement in good health and with high educational levels. Therefore the elderly will become a more notable group of educational consumers in the decade to come. This paper identifies four groups of elderly educational consumers based on their interests and needs. Each group is delineated, and problems inherent in meeting their needs are discussed.     

Guardianship of Frail Elders: Student-Supported Process for Legislative Change

Legislative change, ethical dilemmas, and client management issues were all faced by social work students in a recent effort to impact guardianship in the State of Texas. Since the mid-1990s, Texas had been without a statewide system to provide guardianship services. In 2004 a group of social work students, law students, faculty, guardianship professionals, and judges from across Texas came together to create new laws and solve the significant gaps in services. Guardianship is at once a legal and social issue. It is mandated by the courts but generally managed by social workers. In this paper, the authors offer a model for student involvement that both changed the laws in this state and offers significant hands-on education in both research and community organization.     

Teaching Organization Theory and Practice: An Experiential and Reflective Approach

The organization is often the overlooked level in social work's ecological perspective. However, organizational realities exert a profound influence on human development and well‐being as well as the nature and quality of social work practice. This article describes a model of teaching organization theory and practice which requires master's social work students to assess their school of social work as well as their field placement agencies. Teaching organization theory and practice experientially may help students understand how organizations influence practice and empower them to see organization practice as a legitimate and important aspect of their work.     

Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work

Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.