Building capacity in social care: an evaluation of a national programme of action learning facilitator development     

Christine Abbott  Liz Burtney  Cheryl Wall 《Action Learning: Research and Practice》2013,10(2):168-177

This account of practice shares the findings of an evaluation into the impact of a facilitator development programme on participants' knowledge, skills and subsequent practice. The Centre for Action Learning Facilitation was established to develop action learning set advisors and has been working with Skills for Care over the last two years to develop an internal capacity in social work departments to use action learning primarily to support newly qualified staff.  相似文献   

Technical Works     

L.B. Abbott  Robert Edmonds  Stewart Bronfeld 《Communication Booknotes Quarterly》2013,44(12):146-147

THE ASC TREASURY OF VISUAL EFFECTS, by L.B. Abbott et al. (cloth, $29.95)

SCRIPT-WRITING FOR THE AUDIO-VISUAL MEDIA, by Robert Edmonds (New York: Columbia University/Teachers College Press, 1984—$16.95, paper)

HOW TO PRODUCE A FILM by Stewart Bronfeld (Englewood Cliffs, N. J.: Prentice-Hall, 1984 — $8.95)  相似文献   

Simulated tennis matchplay in a controlled environment     

PR DAVEY  RD THORPE  C WILLIAMS 《Journal of sports sciences》2013,31(6):459-467

The aim of this study was to develop an exercise protocol to simulate tennis matchplay on a 'category 2' surface. Match analyses were used to form the basis for the design of the protocol. The protocol involved playing against a tennis ball serving machine. Part A of the protocol comprised 92 min 46 s of simulated tennis matchplay; Part B consisted of continuous hitting to the point of 'volitional fatigue' or when the required hitting frequency for two consecutive ball feeds could no longer be maintained. Ten elite tennis players (5 males, 5 females) volunteered to participate in the study, which was performed on an indoor tennis court (Matchplay?, En-Tout-Cas)?. Their age, body mass and estimated maximal oxygen uptake were as follows: males, 21.7±1.0 years, 73.6±2.6 kg and 58.0±1.7 ml?·?kg^?1?·?min^?1, respectively; females, 21.9±1.3 years, 62.3±2.0 kg and 42.2±0.7 ml?·?kg?·?min^?1, respectively (mean±). Heart rate, change in body mass and time to volitional fatigue were monitored. The heart rate responses of the participants to the simulated matchplay (range: 140-157 beats?·?min^?1, 73-81% peak heart rate) were consistent with the results of previous studies, for 'actual' matchplay. This protocol was successful in simulating similar physiological responses in Part A to 'actual' matchplay on a 'category 2' surface, in a controlled environment; it was also a sensitive evaluation tool of skilled performance in Part B. The current protocol may be used as a baseline protocol for studying the influence of, for example, training and dietary intervention on performance.  相似文献   

Teaching Science Through Drama: an empirical investigation     

Robert J. Alban Metcalfe  Suzanne Abbott  Paul Bray  Joan Exley  David Wisnia 《Research in Science & Technological Education》2013,31(1):77-81

An investigation was carried out into the effectiveness of teaching one element of a Science syllabus, using Drama in place of conventional practical work. No statistically significant differences were detected in factual recall, but significantly more ‘meaningful’ learning appeared to have taken place when Drama was used. Psychological and educational implications of this finding are discussed.  相似文献   

Competition and reform of the New Zealand tertiary education sector     

Malcolm Abbott 《教育政策杂志》2013,28(3):367-387

The purpose of this paper is to use an historical approach to examine the changing nature, size and diversification of education and training in New Zealand. In particular, attention will be concentrated on the impact of the introduction of competition into the New Zealand tertiary education industry since 1989. It will examine the relationship between the various tertiary education institutions as well as the relationship between these institutions and the demands of both students and industry.  相似文献   

Establishing and maintaining high-performing leadership teams: a primary perspective     

Ian Abbott  Tony Bush 《Education 3-13》2013,41(6):586-602

This article reports on the findings from a study into high-performing leadership teams in English primary schools. The schools, in the sample, received ‘outstanding’ Office for Standards in Education (Ofsted) grades overall, and for leadership and management, in their most recent school inspection. The evidence suggests that developing a successful primary school leadership team takes time, commitment and continuity. The development of leaders requires a deliberate approach to build individual capacity and team unity. Effective team working takes time to develop and that ‘quick fix’ solutions to inadequate team work are inappropriate.  相似文献   

A mixing–isolation–mixing model of speciation can potentially explain hotspots of species diversity     

Richard J Abbott 《国家科学评论(英文版)》2019,6(2):290

  相似文献   

Amalgamations and the Changing Costs of Victorian Colleges of Advanced Education during the 1970s and 1980s     

Malcolm Abbott 《高等教育研究与发展》1996,15(2):133-144

The purpose of this paper is to analyse the change in average costs per student and student/staff ratios of a selection of Victorian Colleges of Advanced Education that were involved in the 1981/82 round of amalgamations. The results are compared to the average costs of some colleges that were not involved in amalgamations at this time in order to determine if there is any evidence from this limited data that the mergers achieved economies of size and scope.  相似文献   

Writing and reading: connections between language by hand and language by eye     

Berninger VW  Abbott RD  Abbott SP  Graham S  Richards T 《Journal of learning disabilities》2002,35(1):39-56

Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways.  相似文献   

‘We’ve got a lack of family values’: an examination of how teachers formulate and justify their approach to teaching sex and relationships education     

Keeley Abbott  Sonja J. Ellis  Rachel Abbott 《Sex education》2016,16(6):678-691

Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is an important issue given the substantial impact that teachers’ views and discourses have on what is taught. Using a discourse analytical framework, this study sought to examine how teachers of SRE formulate and account for their provision, with a particular focus on how their assumptions about young people’s sexual health needs underpin their actions. Initially, teachers sought to formulate their activities in terms of an overall ethos, providing legitimacy for the key elements of their programme being aligned with official government health promotion strategy, as opposed to other areas such as pleasure and diversity. This was supported by their constructions of young people, particularly young women and individuals from ‘at risk’ communities, as being particularly vulnerable.  相似文献