A Comparison of Students' Evaluations of a Peer-delivered Sex Education Programme and Teacher-led Provision     

Simon Forrest  Vicki Strange  Ann Oakley 《Sex education》2013,13(3):195-214

This article reports data from the process evaluation of a randomised controlled trial of peer-led sex education in English secondary schools. Data from 52 focus group discussions in 19 schools and selected items from a questionnaire survey completed by 7770 students in 1998/99 are used to compare student views on teacher- and peer-led sex education. Questionnaire data show that a significantly greater proportion of students taught by peer educators than teachers felt that sex education was enjoyable, engaging and useful to them. Data also show that a slightly greater proportion of students taught by teachers felt the classroom was well controlled. Data from an analysis of the focus group discussions are used to explore and illustrate factors which students associated with the acceptability and satisfaction of the peer-led intervention. The importance of peer educator empathy and similarity with students is highlighted and data show how these characteristics are associated with peer educators' choice of teaching methods, the content of lessons and the sexual values and attitudes they espouse. The influence of contextual factors like student prior expectations and experiences of relationships with teachers, school environment and norms are considered along with the potential influence of the research process on responses.  相似文献   

Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All     

Vicki Park  Amanda Datnow 《Peabody Journal of Education》2013,88(3):400-422

This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional development and the types of relationships the organization cultivates with practitioners. At a glance, although much of the theory, strategy, and tools driving the SFAF's approach to school reform seem technically oriented and highly prescribed, our investigation indicates that the deeper process of creating knowledge for school improvement is a collaborative, situated endeavor. Moreover, the study reveals that the process of learning and professional development within the program is a result of the ongoing, dynamic interplay among the SFAF, local conditions, and the broader policy context. Implications for policy and practice are discussed.  相似文献   

Sharing Stories: Using Student Voices to Expand Assessment Reporting          下载免费PDF全文

Vicki L. Wise  Lisa J. Hatfield 《About Campus》2016,20(6):27-31

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Autoimmunity: the political state of nature     

Vicki Kirby 《Parallax》2017,23(1):46-60

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Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children          下载免费PDF全文

Colin Carmichael  Amy MacDonald  Laura McFarland‐Piazza 《British Educational Research Journal》2014,40(4):637-659

This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally‐representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty‐four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school‐related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home–school relationship on children's numeracy performance.  相似文献   

Regional development and co-operation: Success and challenge     

Vicki Watkin  Liz Hart 《New Review of Academic Librarianship》2013,19(2):129-137

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Identifying Essential Topics in General and Special Education Introductory Assessment Textbooks     

Cynthia Campbell  Vicki L. Collins 《Educational Measurement》2007,26(1):9-18

We reviewed the five top-selling introductory assessment textbooks in both general and special education to identify topics contained in textbooks and to determine the extent of agreement among authors regarding the essentialness of topics within and across discipline. Content analysis across the 10 assessment textbooks yielded 73 topics related to 13 categories: Decisions, Law, Technical Adequacy, Plan Assessment, Create Assessment, Score Assessment, Assessment Target, Assessment Type, Assessment Method, Interpret Assessment, Communicate Assessment Results, Assessment Population, and Computer-Assisted Assessment. Many of the topics identified were consistent with traditional assessment expectations of general and special education environments, while other, arguably important, topics were not identified as essential. The idea of core assessment topics for all teachers is introduced.  相似文献   

The Treatment of Substance Use Disorders in Ukraine     

Olga Zaporozhets  Nick J. Piazza  John M. Laux 《International journal for the advancement of counseling》2015,37(2):117-123

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Developing national scholarly information infrastructure ‐ some Australian experiences     

Vicki Williamson 《New Review of Academic Librarianship》2013,19(1):177-189

This paper explores some aspects of the collaborative achievement by Australian university libraries, documents the benefits accrued collectively to the clients of Australian academic libraries and overviews the contributions of some key bodies to the development of Australia's scholarly communication and information infrastructure.  相似文献   

Who goes there? Staying Anonymous on the Internet     

Vicki L. Hanson  John T. Richards  Cal Swart 《TechTrends》2009,53(1):7-8

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