Experiences of a gifted and talented enrichment cluster for pupils aged five to seven

There has been an increased commitment to gifted and talented education in the UK in recent years, with a national strategy of grant-funded programmes. However, research into the effective-ness of gifted programmes is relatively limited. This paper, written by Anne Morgan of the Centre for Education and Inclusion Research at Sheffield Hallam University, investigates parents', teachers' and children's experiences and views of the impact of an enrichment programme for gifted and talented pupils aged five to seven. Methods included a survey of mainstream teachers (n = 15), interviews with parents (n = 17) and activities with pupils (between 16 and 24 children). Results showed that children and parents rated the cluster highly, particularly the varied teaching styles and interaction with other gifted children. There were few concerns regarding withdrawal of children from school in order to attend. All parents felt that their children had benefited from attending and around half said there had been an impact on their social and academic development. Similarly, around half of mainstream teachers said that attending the cluster had benefited children socially and academically.     

The Client Satisfaction Survey as a Tool for Evaluating Library Fee-Based Information Services

ABSTRACT

Fee-based services deliver information to a library's non-primary clientele by providing products such as document delivery and research services, usually on a cost-recovery basis. A client satisfaction survey is one method of evaluating a fee-based information service's effectiveness in meeting its clients' needs and of learning new ways to serve customers better. To gain the most benefit and insight from the survey's results, the survey must be carefully planned and implemented. Compiling, Interpreting, and reporting the results are equally important. Finally, the staff modifies or improves services based on the survey results.     

Assessing knowledge skills in the NHS: a training needs analysis approach

This feature discusses the use of a training needs analysis exercise carried out by library staff at the NHS Greater Glasgow & Clyde (NHSGGC) Library Network to support the development of a fit for purpose programme of information skills training. A survey was designed based on a well‐known information skills competency framework and used to gain an understanding of the knowledge skills needed by staff and how library training could best support these. The survey received a good response rate and led to the successful writing of a training plan for the Library Network for the delivery of information skills training. H.S.     

A Response to Mark Weber

The make-up of communities has been changing at an increased rate, especially the demographic make-up. For libraries the ability to recognize and respond to these changes is crucial. Rather than waiting for a full scale community assessment, techniques such as focus groups, targeted surveys and partnerships can be used to maintain a library's ability to adequately respond to community needs and tailored to work with multicultural populations.     

A Comparison of Two User Groups

ABSTRACT

The effective use of library resources is critical to the success of international students, a group which is gaining importance in American higher education. These students face unique challenges in their pursuit of higher education in a foreign country which presents both language and cultural barriers. The authors conducted a mail survey of two populations. International students and U.S. students were sent nearly identical surveys designed to compare use patterns, perceptions of the library and its services, and willingness to seek help. A comparison of responses provides insight into both similar and differing behaviors and suggestions for improving service.     

A Usage Survey of Standards and Guidelines Affecting Library Services to Distance Education Nursing Programs

Abstract

There are a number of important documents that provide guidance in the consideration of library services supporting nursing programs and students at a distance. Standards are available from the National League for Nursing Accrediting Commission (NLNAC), the American Association of Colleges of Nursing (AACN), and the Commission on Collegiate Nursing Education (CCNE). In addition, the Association of College and Research Libraries' (ACRL) Guidelines for Distance Learning Library Services offers interested parties another option, as do the more recently published Information Literacy Competency Standards for Higher Education. This paper reports on a survey concerning these documents and their usefulness to those planning or enhancing library services in support of distance nursing programs and students.     

Information Literacy at an Academic Library

Abstract

An increase in its distance-learning student population prompted Regent University Library to consolidate the library's information literacy program into one course. The course eventually went online to meet the needs of distance learners. During course development and implementation, librarians learned what worked well and what did not. Unexpected obstacles, such as database name and interface changes, created problems that were handled and overcome. As student surveys were analyzed and librarian experience increased, the course evolved and changed.     

Enhancing student engagement in student experience surveys: a mixed methods study

Background

Measuring the student experience is becoming increasingly important in higher education in the UK. Student experience surveys are used as indicators of quality and form the basis of rankings of higher education institutions. They are also used by them as tools to assist their quality enhancement initiatives. However, these surveys frequently suffer from low response rates, which can reduce the reliability and usefulness of their data. The UK Postgraduate Taught Experience Survey (PTES) is a relatively new survey and suffers from a low response rate. As this survey is new, little is known about why students do not respond to it.

Purpose

This study aimed to explore the reasons why postgraduate students do not respond to the PTES.

Sample

Three hundred and fifty-five postgraduate taught students from four health faculties in one UK higher education institution completed an online survey. Of these, seven participated in one of two focus groups.

Design and methods

The online survey was completed both by students who completed the PTES in 2011 and those who did not. This provided us with cross-sectional data to compare both groups’ knowledge of PTES and their reasons for completing or not completing it. We used multivariate regression analysis to explore which variables were associated with response to PTES. We led two focus groups to explore the themes that emerged from the survey in more depth. This data was analysed by two researchers using thematic analysis.

Results

The cross-sectional data found that students who were not clear about the purpose of PTES were less likely to respond, independent of other potential predictor variables. Focus group data indicated that if postgraduate students felt a stronger connection to the university community they may be more likely to respond to PTES.

Conclusions

This study suggests that higher education institutions may wish to review their strategies for advertising student experience surveys to focus more on their purpose rather than their impact.     

Collecting feedback on the quality of distance education: a follow‐up survey of China Central Radio and TV University graduates and their employers

Timely collection of feedback on the quality of teaching from graduates and their employers is of great significance in distance education, and can help enhance the quality of teaching and improve management and all‐round learner support. However, since the graduates left university some years ago, are now widely dispersed and consequently may have changed jobs various times, it becomes more difficult to collect feedback effectively at low cost, and it is even more challenging to establish a regular mechanism for collecting this feedback. This research was based on a follow‐up survey of 280,000 graduates, who graduated from China Central Radio and TV University (CCRTVU) between 2002 and 2004, and a sample of 3–5% of them who were participants for research through questionnaires and interviews. Their employers were also invited as participants. The research data covered the feedback collected on the open learning programmes offered by the CCRTVU, in terms of curriculum design, learning resources, learner support and the delivery and effectiveness of teaching. This in turn provided the basis for improving teaching and learner support. The successful conduct of the follow‐up survey and the effective use of its results have shown that the establishment of such a mechanism is significant in improving the quality of distance education. This article focuses on the establishment of a mechanism for large‐scale feedback and provides some insights into the development of the questionnaire, which will be discussed in more detail elsewhere.     

Student Teaching at a Nature Center

Abstract

A statewide assessment of the status of environmental science (ES) in Texas school districts was conducted in 1985. Respondents were 126 science curriculum supervisors and 278 teachers (grades seven through twelve) representing 339 (38 percent) of those independent school districts (ISDs) (N = 893) having at least one science-certified teacher. The assessment results characterized ES in terms of grade level, subject matter, and implementor; degree to which ES facilities external to the classroom are used and factors preventing their use; ES teaching materials used and needed; levels of emphasis placed on selected teaching strategies; those content areas emphasized in ES; and ES implementation difficulties and needed assistance.