Assembling the evidence: patient-focused outcomes research

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Assessment by project work in snow engineering

Assessment in the form of a large project and field- and laboratory work was shown to be successful when applied to a course in snow engineering for university students with various backgrounds. The course was interdisciplinary, with teachers representing three different engineering disciplines. The project work was assessed by a report, a short oral presentation and an optional presentation such as a home page, a poster or a physical model. The students experienced that they had learned more with this assessment strategy than from courses with a final written exam. Peer evaluation of the relative contributions to the project work was applied and was appreciated by the students. The experiences of practical engineering tasks during the project work were also appreciated.     

Parents' concerns about children with specific learning difficulties: insights gained from an online message centre

Major developments in the use of the internet have enabled easy and widespread access to information and the ability to form virtual social networks. For parents of children with developmental disorders, who may at times feel isolated, having a forum to discuss their fears and concerns with other parents who are sharing similar experiences may provide a source of support and advice. Waiting lists for assessments, including for children with developmental co‐ordination disorder (DCD), remain in many areas; a professionally supported message centre could also add an additional level of service and empowerment for these parents. This could potentially reduce the need for unnecessary assessment in some cases and help to bridge the information gap between health and education. The Dyscovery Centre message board has been established for over four years and has seen increasing usage during that time. This paper aims to explore the range, frequency and types of concerns that parents of children with specific learning difficulties express when accessing the message board. The impact of this type of support is discussed. The paper then explores how this approach and other online strategies can effectively run alongside more traditional services in both health and education.     

Consultation Training Program for School Counselors

In order to increase counselors' effectiveness in cooperative and systemic approaches to problem solving, a large school district offered an in-service consultation program. Two successive training designs were piloted and evaluated. Evaluation of the first training model led to a shortened, revised model that was more efficient and as highly rated by counselor trainees as the earlier, lengthier model. This training program was associated with significant increases in counselor collaboration with faculty and staff. Several recommendations are proposed for further improvements in the training design.     

新闻教育培养什么样的记者?

如果受众对新闻失去信任,记者将失去在社会文化中的核心地位。而这种信任正在被侵蚀。随着煽情主义替代了客观报道,西方民主社会的受众正在逐步悖离新闻媒介。如果西方社会的媒体要重拾大众的信任,并在新增市场中被推进,新闻业就必须在内容和形式间求得平衡,而此平衡的取得须从新闻教育内部开始。     

Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading

We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance, choice, success, collaboration, and thematic unit that are prominent in CORI are portrayed as components that are aligned with motivational constructs. The impact of CORI on some of the motivational processes, cognitive competencies, and reading comprehension are presented in the form of a meta-analysis of 11 CORI studies with 75 effect sizes on 20 outcome variables. The CORI motivational intervention is compared to laboratory treatments and other field studies.     

What's Happening to Photography?

This is the first public output of the joint Arts Council/University of Portsmouth research project into photography teaching in GNVQ Art and Design and Media Communications and Production. It reports principally from various contacts and interviews in the first six months of the project and from the results of a questionnaire survey of art and design lecturers involved in GNVQ. The paper suggests that the increasing significance of photography in artistic cultural and social practices is not adequately reflected in formal education. It describes a variety of aims and practices in those institutions involved in GNYQ, although we have found little collaboration between art and design and media courses. In some art and design courses, photography functions mainly as an aid to research and preparatory work, elsewhere we found lecturers willing to describe it as ‘an art form in its own right’ or as a ‘fundamental part’ of the art and design curriculum. We report on the resource implications of offering substantial photography courses. some preliminary findings about the kinds of students studying art and design GNVQ, and the perceived value of official publications. The question of choosing ‘A’ level or GNVQ is raised, as is the issue of progression. We have found expectations that GNVQs will become a regular route into HE although their currency is not yet clear. Although we report difficulties with GNVQs in art and design, and more specifically with photography, we also record comments which indicate some reasons for optimism.     

Motivating Learning and the Development of Human Capital

This paper revisits Schultz's concept of human capital. In both the South and the North the concept has been incorporated uncritically into policy discourses. The academic community has been less critical. Its theoretical, empirical and methodological critiques have generated at least two responses from the economists. The first is the extension and refinement of the conceptual and methodological frameworks of human capital. The second maintains the focus on the monetary returns and draws attention to the enduring unexplained variance of differences in lifetime earnings and the 'behavioural' factors, besides education, that may account for it. The basic proposition of human capital theory, that people invest in themselves through education, takes human motivation for granted. The author suggests that questions of motivation and learning are central to the concept of human capital. Not only is learning motivated, but learning can itself be motivating. A review of studies of the motives for learning in education and work and the motivational effects of learning in education and work highlights the goals, besides the economic, that motivate human endeavour. Such studies, many informed by psychological and education perspectives, deserve more attention from both economists and educators in the future. The paper concludes with two further challenges for those who work with concepts of human capital and development. The first concerns units of analysis conventionally used in the social sciences. The second concerns the way that economic growth, the dependent variable of human capital theory, is specified in relation to the broader goals of human and societal development.     

Empowering and Enabling or Patronising and Pressurising?: Opening dialogues between staff and students

In this article we reflect on the process and experience of our attempts to open dialogues between Women's Studies staff and students on the topic of feminist teaching practices. The article provides biographies of the staff and students concerned, discusses what is meant by empowerment and delinates the debates regarding the Women's Studies teaching model. By reflecting on the responses made to the points in an earlier conference paper on teaching practices we address the contradictions and conflicts inherent in attempting 'empowering' education and opening dialogues.