Developing methods for systematic reviewing in health services delivery and organization: an example from a review of access to health care for people with learning disabilities. Part 2. Evaluation of the literature--a practical guide     

Alborz A  McNally R 《Health information and libraries journal》2004,21(4):227-236

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Is there a role for higher education in initial teacher training? A consideration of some of the main issues in the current debate     

Linda Evans  Ian Abbott  Rosalind Goodyear  Alan Pritchard 《Higher Education Quarterly》1996,50(2):138-155

This article contributes towards the current debate over the role of higher education in initial teacher training. It begins by outlining the background to the debate, and then focuses upon two of the main issues; that of contestability, which concerns whether or not schools significantly challenge, or threaten, the pivotal role in initial teacher training which higher education has traditionally held, and that of financial costs, which concerns whether or not student teachers can be trained cheaper outside of the higher education sector.
The article presents findings of the authors'research, a study comparing teacher training carried out by higher education institutions, in partnership with schools, with a newly established model of training provided by consortia of schools. The implications of these findings for the role of higher education in initial teacher training are examined, and recommendations are made for policy which would allow schools and higher education institutions to work together to provide improved teacher training.  相似文献   

Integrating math with science and social studies: A unit example     

Rosalind Charlesworth 《Early Childhood Education Journal》1988,15(4):28-31

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ICT's participatory potential in higher education collaborations: Reality or just talk     

Rosalind James 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):557-570

Recently, interest has sparked in collaboration and networking within and between universities, industry, government and the wider populace. Knowledge transfer has gradually become a strategic issue, so that many governments and funding bodies now use economic‐based incentives to mandate collaboration in hope of stimulating innovation, improving efficiency and promoting inclusion. Web 2.0 has been heralded as an enabler of collaboration. Powerful new tools abound to enhance collaborative initiatives. I investigate uptake of these tools and their impact on collaboration in the Australian context. Although research is scant, the literature provided a preliminary picture of Web 2.0 usage patterns among Australian academics, researchers and professionals. Adoption of virtual collaboration tools for work activities is lower than expected. Connectivity, accessibility and availability do not seem to be major deterrents to Web 2.0 use, suggesting appropriation is the problem. It remains unclear whether these technologies have encouraged further collaboration; at present, these are primarily social devices and tools, their beneficial work applications yet to be fully unmasked. It is argued that further research and broader professional learning opportunities would support greater Web 2.0 appropriation.  相似文献   

Education reform makes no sense without social class     

John Smyth 《British Journal of Sociology of Education》2014,35(6):953-962

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‘Ordinary kids’ navigating geographies of educational opportunity in the context of an Australian ‘place-based intervention’     

John Smyth  Peter McInerney 《教育政策杂志》2014,29(3):285-301

This paper addresses the vexed educational policy aspects of area-based interventions (ABIs) in neighbourhoods designated as ‘disadvantaged’ in an Australian context. We find that the way in which the policy of ABIs is supposed to operate and impact education is highly problematic. What we present instead in this paper is a much more complex process by which aspirations are formed, sustained, contested and maintained by young people who regard themselves as ‘ordinary’ and as being engaged instead in a process of navigating educational opportunities on the basis of resources available to them.  相似文献   

The effects of school social mix: unpacking the differences     

Selina McCoy  Amanda Quail  Emer Smyth 《Irish Educational Studies》2014,33(3):307-330

Whether school composition makes a difference for student outcomes has been the subject of much controversy. This article draws on Growing Up in Ireland data, a rich source of information on nine-year-old children along with the characteristics of their school and classroom teacher. In contrast to many studies which rely on a single measure of social background, the use of a range of measures (including social class, parental education and income) allows us to provide precise estimates of differences in performance between schools designated as disadvantaged and other schools. The analyses also provide new insights into the processes underlying such differences. Only the most disadvantaged schools, those in Urban Band 1, are found to have a contextual effect for both reading and mathematics. This achievement gap is found to reflect differences in teacher experience and turnover, the concentration of additional learning needs, absenteeism levels and children's engagement in school.  相似文献   

Bottom of the class? The leaving certificate applied programme and track placement in the Republic of Ireland     

Joanne Banks  Delma Byrne  Selina McCoy  Emer Smyth 《Irish Educational Studies》2014,33(4):367-381

Across many countries, young people are differentiated into academic and vocational tracks, a pattern that is closely related to their social class background. The Irish secondary system has been largely undifferentiated, but the introduction of a pre-vocational programme, the Leaving Certificate Applied (LCA), has brought an element of tracking into upper secondary education. This article explores whether allocation into the LCA track reflects processes similar to those highlighted in international research. It goes further than these studies by explicitly recognising the role of school organisation in influencing student's learning careers and educational decisions. The purpose of this paper is to estimate the determinants of track placement in the Republic of Ireland. Using in-depth qualitative case study interviews with students from Irish post-primary schools, this paper examines the factors influencing students' decisions to enter the LCA programme. This paper explores the extent to which individual agency and school-level factors influence track choice by focusing on the learning careers of individual students within specific school contexts.  相似文献   

Snakes or Ladders? Evaluating a LibGuides Pilot at UCD Library     

Michelle Dalton  Rosalind Pan 《The Journal of Academic Librarianship》2014,40(5):515-520

Online subject guides are commonly used by libraries to provide information support to students. LibGuides (a cloud-based commercial product launched in 2007) represents one of the latest incarnations of the traditional subject guide or portal, and are widely used across American academic libraries. In Ireland however, library subject guides of entirely local design and hosted on a local web server still dominate.This paper outlines the project management process involved in implementing a LibGuides pilot at University College Dublin Library, including the planning, design and implementation of a new range of subject-related guides. The pilot nature of the project necessitated a strong focus on evaluation, particularly in assessing the effectiveness and suitability of LibGuides as a platform for delivering information literacy support, both from an administrative and end-user perspective. A two-stranded approach was used in this review process, incorporating quantitative web statistics and analytics alongside qualitative feedback from students, academic staff and Library staff.Feedback that was gathered suggested that the LibGuides subject guides were generally viewed very positively by both staff and students. Notwithstanding this, awareness (as indicated through usage statistics) remained moderate during the pilot, pointing to the importance of the visibility, positioning and promotion of guides.  相似文献   

Finding the ‘Enunciative Space’ for Teacher Leadership and Teacher Learning in Schools     

John Smyth 《Asia-Pacific Journal of Teacher Education》1998,26(3):191-202

Drawing on a collaborative Australian Research Council funded project entitled the ‘Teachers’ Learning Project’, the author takes issue with the rhetoric of the ‘learning society’ and, in particular, he interrogates the notion of the learning teacher in a number of schools. He provides a critical examination of the direction of teachers’ work under current technicist reconstruals of it. He draws on case studies to show how some schools have been able to position themselves as moral learning communities which have created vibrant indigenous cultures of learning about themselves, their community and their work in a context of a commitment to democratic and participatory citizenship.  相似文献