An exploration of the ‘value‐added’ of higher education for the health and social care workforce: the lecturers’ perspectives

As part of a larger case study, this co‐operative inquiry explores the lecturers’ perspectives of the added value of the higher education experience of mixed ability groups of experienced care workers undertaking a 60 credit Certificate in Empowering Practice programme. Following consistent positive programme evaluations the success of the course is reflected upon by two lecturers and two researchers to understand the lessons learned. Using a thematic analysis, findings provide an understanding of the principles involved in producing consistent enthusiasm from these students and their service managers. A key to their success appears to lie in the meaningful organisation of the curriculum and the creative use of learning and teaching strategies. As co‐inquirers, we have learned about the importance of promoting effective student support and creating successful links between their teaching and assessment strategies and the world of work. Although not generalisable, the findings of this co‐operative inquiry identify some of the lessons learned and the principles that can be used in larger groups of pre‐qualifying students to enhance their value in the workplace.     

Stages of a cyber-writing partnership

New technologies are changing what we understand by distance and what we interpret as personal relationships. “Working together” is a phrase with a whole new set of relationships in this networked universe. In this article, two writers, who collaborated on a project long before they ever met face to face, describe the challenges of building up a writing relationship in the comparative vacuum of the ether. They describe what happened when, partway through the extended writing project, they finally met and got to work in the same room for a few days, and then consider what happened subsequently. They draw from their own experience of collaboration some principles for the development and support of collaborative writing in school.     

The Survival of Engaged Reading in the Internet Age: New Media, Old Media, and the Book

This article explores questions of paratext and spin-off text through an investigation of websites and other forms of satellite texts relating to three series of novels for young people: the Harry Potter novels by J.K. Rowling, His Dark Materials by Philip Pullman, and the Discworld novels of Terry Pratchett. Much of this material, which is often perceived as competition to the book, actually trades on a powerful assumption that the reader has already read the books in question. Extended reading is supported rather than undermined by many of these associated texts.     

Examining the implementation of the mathematics strand of the Key Stage 3 Strategy: What are the bases of evaluation?

This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment. Whilst both schools achieved highly in relation to similar schools, higher attainment gains between Key Stage 2 and Key Stage 3 in the school using setting/whole‐class teaching were associated with increasing student disaffection and dependence on teachers. In contrast, the attainment gains at the school using individualised learning were associated with increasing enthusiasm and independence. The mixed picture of outcomes and their complex interconnections suggest that evaluations of implementation resting on attainment‐based outcomes are problematic in terms of longer‐term aims of increasing the proportions of students choosing to study mathematics and developing the skills of independent learning.     

Child care quality matters: how conclusions may vary with context

Three studies examined associations between early child care and child outcomes among families different from those in the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network study. Results suggest that quality is an important influence on children's development and may be an important moderator of the amount of time in care. Thus, the generalizability of the NICHD findings may hinge on the context in which those results were obtained. These studies, conducted in three national contexts, with different regulatory climates, ranges of child care quality, and a diversity of family characteristics, suggest a need for more complete estimates of how both quality and quantity of child care may influence a range of young children's developmental outcomes.     

BRIDGING THE DIFFERENCES TO UNCOVER THE SIMILARITIES: DISCIPLINES WORKING TOGETHER IN EARLY CHILDHOOD SPECIAL EDUCATION

Abstract

The study examined the integration of science and mathematics methods courses and preservice teachers’ understanding of constructivism. The participants were 50 preservice teachers who were enrolled in early childhood education mathematics and science methods courses, and an early childhood practicum. The two methods courses were integrated and the instructors adopted a collaborative approach, including common syllabi, texts, assignments, and teaching strategies. The preservice teachers completed e‐journal reflection that were subsequently coded and analyzed. The findings suggested that the instructional approach enabled students to develop and refine their understanding of constructivism. © 2005 Elsevier Inc. All rights reserved.