An examination of technology-based formative assessment feedback and the impact on student learning

Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana & Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black & Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang & Chang, 2011; Sung, Chang & Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.Includes bibliographical reference

An exploration of online social support groups for breastfeeding mothers

This thesis provides a portfolio of research that focuses on online social support groups for breastfeeding mothers. The aim of this thesis is to explore how and why online breastfeeding support group are being used, how breastfeeding mothers make sense of and interpret their experiences, and how they perceive the impact on their breastfeeding journey. Acquiring new breastfeeding skills at the same time as being becoming a mother is stressful and experiencing stress may lead some mothers to seek support. Historically people would interact, communicate, and thus seek and receive support from their healthcare provider face-to-face. More recently, this can occur online due to the increasing availability of the internet, home computers, mobile phones, and tablet technologies that provide quick access to others. It is well documented that breastfeeding rates in the UK are some of the lowest in the world, but with professional and peer support a mother is more likely to continue to breastfeed her baby for longer. For these reasons, online support interventions are explored in four original pieces of research, an area of practice only now emerging in the literature. This thesis first examines the use of computer mediated communication in providing patient support. A literature review suggests that online interventions could be both what patients want, and way of delivering support in resource tight environments. This has implications for a range of health support needs and professionals. Secondly, a content analysis documents and describes the posts made to an online breastfeeding support group in the United Kingdom. Mothers are using online groups in their thousands to seek information from people in similar situations and discuss a range of parenting and breastfeeding topics. Thirdly, through Interpretative Phenomenological Analysis, it is highlighted that the online groups have the potential to provide confidence, reassurance, and to normalise breastfeeding. Online groups provide a sense of community that supports an internal vision of what breastfeeding is like for them. The fourth study presents a case study of one mother’s use of online groups to obtain donor milk for her baby. This final piece of research highlights a tangible support type that was not highlighted in the previous studies, and all four studies highlight the complexities around online support, and infant feeding decisions. Throughout this thesis the term support is critically explored, and the theory of social support and becoming a mother is drawn upon to underpin the research. This thesis offers a definition and model of online breastfeeding support to guide practitioners and further research. Infant feeding policies should include a compulsory social support assessment that incorporates online support, and policies should encourage professionals to have conversations around taboo and stigmatised topics. Those supporting breastfeeding mothers need to be aware of the benefits and risks of online support and be encouraged to promote online support to the mothers with whom they work

HIGH IMPACT VENTURES ON TEACHING AND LEARNING PRACTICES IN GLOBAL PERSPECTIVE TO MEET EMPLOYER’S EXPECTATION

Purpose of the study: The study aims to focus on all students to engage in progressive ways to attain global competition, to facilitate teachers to concentrate different cohort of students in term of ethnicity, disability, age, socio-economic status, prior educational experience, migrant and nationality, and to support teachers to identify proper academic support system, learning and teaching strategies, assessment, teaching pedagogies, tools, and techniques. Methodology: This study provides various reviews of literature from the various perspective of teaching approach, learning activities, modern supportive learning system, assessment, feedback system and professional development in a specialized discipline. Main Findings: This paper finds how teachers to develop their teaching pedagogy and learning environment to facilitate student’s freedom to think and imagine their way in which will help students to fit themselves in the societal requirements and make students be a more responsible, accountable and confident person and citizens for the country. Teachers can apply a different range of approaches such as mentoring individuals and groups, supervising, coordinating, leadership roles, etc. Applications of this study: This research is significant to resolve the issues faced by teachers in the global teaching and learning environment. It will support teachers to experience a more effective learning environment among different cohorts of the student to meet the required skill sets in a global context. The study can be applying in core areas like designing or planning programs, teaching and learning support systems, assessment, module feedback, learning environment and continuous professional development to teachers. This study will influence and improve students learning from the perspective of teachers, learners, government, industry and professional staff. Novelty/Originality of this study: This research used different approaches suitable to the global teaching context and diverse learning community in the higher education system. According to the emerging changes and high demand skills in the various industrial sector, the appropriate level of the subject area needs to inculcate in the academic program

Specific domains of self-esteem in adolescents : Differences between suicide ideated, depressed and non-depressed samples

A 1997 West Australian Child Health Survey (Zubrick et al., 1997) highlighted the need to explore issues regarding problems leading to emotional distress in adolescents. Adolescent self-esteem and suicidal ideation emerged as issues that required further research. The need to understand adolescent issues from a developmental perspective was also evident, due to the difficulties teenagers typically face during their adolescent years. This study builds on previous research by S. Harter and her colleagues, which identified different domains of self-esteem in young adolescents from a general population. Domains of self-esteem according to Harter\u27s Self perception Profile for Adolescents (1988) and Social Support Scale for Children (1985) are explored in this study, comparing three different groups of older adolescents. The purposive sample included 78 participants aged 16 to 18 years, including 53 from the general population, 33 non-depressed and 20 depressed and, 25 adolescents who are receiving therapy after being diagnosed with recent experiences of suicidal ideation. Four research questions are posed to explore comparisons between the three groups in different domains of self-esteem. Self-perception is explored in nine domains, scholastic competence, social acceptance, athletic competence, physical appearance, job competence, romantic appeal, behavioural conduct, close friendship and global self-worth. Discrepancy scores, where perceived importance is greater than perceived competence in different domains are also explored. The discrepancy scores identify perceived inadequacies in different domains, indicating specific areas where self-esteem is threatened in the suicide-ideated group. Perceived parental and peer support are also compared between the three groups to ascertain how teenagers view themselves through the eyes of significant people in their lives. It was expected that perceived physical appearance, social acceptance, athletic competence, scholastic competence and behavioural conduct would be higher in the non-depressed teenagers than in the depressed and suicidal ideated samples. Larger discrepancy scores were expected in the suicidal ideated adolescents than those in the general population, indicating greater perceived inadequacies in domains of self-esteem. It was also expected that the clinical group would score lower perceived parental support and lower perceived peer support than the other groups. Results provided differences between the three groups, with global self-worth, physical appearance and scholastic competence emerging as being of most concern for suicide ideated adolescents. Implications for clinicians working with depressed and suicidal adolescents are discussed within the context of current literature. Suggestions for further research are proposed and practical implications regarding clinical assessment for suicidal adolescents are discussed

Communities in Conflict: Resolving Differences Through Collaborative Efforts in Environmental Planning and Human Service Delivery

Increasingly, public administrators and managers in the fields of human service and environmental planning have been exploring new avenues to resolve complex and seemingly intractable public problems. Confronting such controversial issues as land management plans, common-pool resources, endangered species, welfare reform, health care and immigration are requiring new and more innovative ways of doing business-ways in which problem-solving and leadership is a shared pursuit of governmental agencies and concerned citizens. Since collaborative efforts in these arenas have recently reemerged as one avenue to resolve complex policy disputes, it is premature to give an accurate assessment of their long term viability. This research contributes to the emerging data base on collaboration by analyzing two successful case studies within the fields of environmental planning and human service delivery: The Clark County Habitat Conservation Plan for the Desert Tortoise and The Family Preservation and Family Support Program. Both groups demonstrate how affected parties can craft solutions through collaboration, dialogue and engagement. The collaborative planning of these two groups succeeded where many other groups dealing with the same or similar issues have failed. Given the right mixture of urgency, lack of better options, and committed and dynamic participants, solutions are possible. Through both qualitative and quantitative techniques, this study focuses on factors contributing to their success, limitations of these efforts, and possibilities for improving this method of handling, and ultimately resolving complex community issues

Links Between Social Support, Thwarted Belongingness, and Suicide Ideation among Lesbian, Gay, and Bisexual College Students

Emerging adults with a lesbian, gay, or bisexual (LGB) identity are at greater risk for engaging in suicide-related behaviors. This disparity highlights a need to elucidate specific risk and protective factors associated with suicide-related behaviors among LGB youth, which could be utilized as targets for suicide prevention efforts in this population. Informed by the interpersonal-psychological theory of suicide, the present study hypothesized that social support would be indirectly associated with decreased suicide ideation via lower thwarted belongingness. A sample of 50 emerging adults (62.0% male, 70.0% Hispanic) who identified as gay, lesbian, bisexual, questioning, or “other” orientation, with a mean age of 20.84 years (SD = 3.30 years), completed self-report assessments. Results indicated that support from both family and the LGB community were associated with lower thwarted belongingness over and above the effects of age, sex, and depressive symptoms. Indirect effects models also indicated that both family and LGB community support were associated with suicide ideation via thwarted belongingness. The results of the present study suggest that family and LGB community support may represent specific targets for reducing thwarted belongingness that could be leveraged in suicide prevention efforts for LGB emerging adults

Breastfeeding in South Gloucestershire: Mothers' early experiences of infant feeding

Executive SummaryIntroduction• This research about mothers’ early experiences of infant feeding was developed following discussions about South Gloucestershire’s public health priorities for breastfeeding; current services supporting breastfeeding; and relatively low breastfeeding continuation rates.Background and context• Breastfeeding is recognised as the optimal way to feed infants from birth and exclusive breastfeeding is recommended until about six months of age, with the introduction of complementary feeding when babies are developmentally ready, usually around six months. • The support, promotion and protection of breastfeeding is a national and local priority. In 2014/15, initiation of breastfeeding in South Gloucestershire, was 77.1% while continuation was 47.8%. The Joint Strategic Needs Assessment in 2016, highlighted the need to obtain the views of mothers on their experience of support for breastfeeding. Research question• The research question was: What are the experiences of mothers (with a focus on support) in South Gloucestershire in relation to infant feeding in the first 6-8 weeks? Methods• The research design adopted a purposive sampling strategy, based on criteria sampling, with mothers that had; experience of breastfeeding in the first 6-8 weeks of their baby’s life, a baby up to 6 months of age and were engaged with a Children’s Centre. We recruited mothers who met all three criteria. • Support for the research was obtained from Midwifery, Health Visiting and Children’s Centres managers. Baby and Me groups were visited to invite participation; 53 mothers expressed an interest and 24 mothers selected randomly were interviewed. An information sheet, consent form and interview schedule were developed.• NVivo was used to support data management and analysis in which themes were identified. Data protection requirements were adhered to throughout the research. The research had ethical approval from both South Gloucestershire Council and the University of the West of England. The findingsFindings from this project suggest that there are three ‘critical stages’ in supporting a mother to breastfeed and in her experience of breastfeeding; within these the main themes emerging from this research are discussed: • Support before birth: o Preparation antenatally for breastfeeding does not prepare women for the reality.o Many mothers would have liked information about expressing milk and bottle-feeding before they become mothers. • Support around the time of the birth:o In hospital, after the birth, some mothers receive conflicting messages and don’t always feel supported.o Birth experience can influence early experiences of breastfeeding.• Support once at home:o On return home, Health Visitors are generally perceived as supportive although contact can be minimal.o Breastfeeding support groups suit some women but are not available when needed.o Family, friends and other networks are a key source of support and advice for many motherso Many women seek support from other sources including online groups and apps although telephone helplines were not much used.Recommendations A number of recommendations are made; these are mainly directed towards South Gloucestershire Council but are also of relevance to the wider partnership of health and community and voluntary sector agencies. Recommendations concern the promotion and protection of breastfeeding; the mental and emotional health and wellbeing of women; consistent evidence-based personal and timely support; mothers awareness of differing professional roles; evaluation of breastfeeding groups and; consistent approach to signposting women to websites, apps and social media; and quality assurance of resources and workforce development

Adapting Social Impact Assessment to Flood Risk Management

In the context of climate change, a significant increase in the flood risk is expected, which may lead to an intensification of the social impacts of disasters. Social impacts significantly affect the recovery processes of individuals, social groups, and institutions in the medium and long term. Hence, the management of such impacts throughout the disaster life cycle is essential. International institutions and frameworks for disaster risk reduction have claimed the need to generate tools for the systematic assessment and management of social impacts of floods. Recently, an innovative line of research has emerged aimed at adapting social impact assessment (SIA), usually directed at the evaluation of planned interventions (programs, plans and projects), to the field of environmental disasters. In order to contribute to academic efforts in this emerging field, this paper puts forward, through a systematic literature review based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria, an SIA methodological proposal for the identification, assessment and systematic management of the social impacts of flood events. This methodological proposal covers the three phases of the disaster cycle: (1) pre-event (preparedness), allowing the anticipation of potential impacts and supporting the proposal of preventive measures; (2) event (response), facilitating a strategic mobilization of resources and technical support towards previously identified critical disaster areas; and (3) post-event (recovery), evaluating the evolutionary dynamics of impacts, proposing measures to avoid their socio-territorial embedding and accelerating recovery processes. This tool is designed for strategic use by policy makers and managers responsible for flood risk management and regional development