13,626 research outputs found
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Ensuring Access to Safe and Nutritious Food for All Through the Transformation of Food Systems
An exploration of the language within Ofsted reports and their influence on primary school performance in mathematics: a mixed methods critical discourse analysis
This thesis contributes to the understanding of the language of Ofsted reports, their similarity to one another and associations between different terms used within ‘areas for improvement’ sections and subsequent outcomes for pupils. The research responds to concerns from serving headteachers that Ofsted reports are overly similar, do not capture the unique story of their school, and are unhelpful for improvement. In seeking to answer ‘how similar are
Ofsted reports’ the study uses two tools, a plagiarism detection software (Turnitin) and a discourse analysis tool (NVivo) to identify trends within and across a large corpus of reports.
The approach is based on critical discourse analysis (Van Dijk, 2009; Fairclough, 1989) but shaped in the form of practitioner enquiry seeking power in the form of impact on pupils and practitioners, rather than a more traditional, sociological application of the method.
The research found that in 2017, primary school section 5 Ofsted reports had more than half of their content exactly duplicated within other primary school inspection reports published that same year. Discourse analysis showed the quality assurance process overrode variables such as inspector designation, gender, or team size, leading to three distinct patterns of duplication: block duplication, self-referencing, and template writing. The most unique part of a report was found to be the ‘area for improvement’ section, which was tracked to externally verified outcomes for pupils using terms linked to ‘mathematics’. Those
required to improve mathematics in their areas for improvement improved progress and attainment in mathematics significantly more than national rates. These findings indicate that there was a positive correlation between the inspection reporting process and a beneficial impact on pupil outcomes in mathematics, and that the significant similarity of one report to another had no bearing on the usefulness of the report for school improvement purposes
within this corpus
One Small Step for Generative AI, One Giant Leap for AGI: A Complete Survey on ChatGPT in AIGC Era
OpenAI has recently released GPT-4 (a.k.a. ChatGPT plus), which is
demonstrated to be one small step for generative AI (GAI), but one giant leap
for artificial general intelligence (AGI). Since its official release in
November 2022, ChatGPT has quickly attracted numerous users with extensive
media coverage. Such unprecedented attention has also motivated numerous
researchers to investigate ChatGPT from various aspects. According to Google
scholar, there are more than 500 articles with ChatGPT in their titles or
mentioning it in their abstracts. Considering this, a review is urgently
needed, and our work fills this gap. Overall, this work is the first to survey
ChatGPT with a comprehensive review of its underlying technology, applications,
and challenges. Moreover, we present an outlook on how ChatGPT might evolve to
realize general-purpose AIGC (a.k.a. AI-generated content), which will be a
significant milestone for the development of AGI.Comment: A Survey on ChatGPT and GPT-4, 29 pages. Feedback is appreciated
([email protected]
Higher Education’s Effect on Retention: Exploring the Experiences of CPS Caseworkers
This qualitative research study was an exploration of Child Protective Services (CPS) frontline caseworkers\u27 experiences. The problem investigated was the high number of caseworkers who lacked the knowledge and skills necessary to do their job and the constant turnover of workers within the agency. Although previous researchers have explored many factors that cause caseworker turnover, the research has not focused much on the caseworkers’ perspective. Therefore, this qualitative study explored CPS caseworkers’ opinions and experiences using virtual semistructured interviews. The study specifically focused on the impact that education and training has on job performance and turnover. The study population was CPS caseworkers who had worked in a large urban community in Texas for 2 years or more. The sample included eight caseworkers who had experienced the turnover firsthand. Thematic analysis of the transcripts of the audio-recorded interviews and data coding using NVivo software led to the development of a coding system to identify patterns and common themes. The findings indicated that for caseworkers, hands-on training, gaining experience, unity between caseworkers, social service training, and leadership support may lead to decreased turnover rates and increased job performance. Agency leaders and other professionals in the social service field may consider the findings to improve caseworker retention and organizational outcomes. These improvements could prompt positive change through leadership and policy adjustments designed to support the needs of CPS caseworkers related to education, training, and retention.
Keywords: burnout, CPS Caseworker, case assignable, organizational commitment, services, statewide intake, voluntary turnove
Subsidiary Entrepreneurial Alertness: Antecedents and Outcomes
This thesis brings together concepts from both international business and entrepreneurship to develop a framework of the facilitators of subsidiary innovation and performance. This study proposes that Subsidiary Entrepreneurial Alertness (SEA) facilitates the recognition of opportunities (the origin of subsidiary initiatives). First introduced by Kirzner (1979) in the context of the individual, entrepreneurial alertness (EA) is the ability to notice an opportunity without actively searching. Similarly, to entrepreneurial alertness at the individual level, this study argues that SEA enables the subsidiary to best select opportunities based on resources available. The research further develops our conceptualisation of SEA by drawing on work by Tang et al. (2012) identifying three distinct activities of EA: scanning and search (identifying opportunities unseen by others due to their awareness gaps), association and connection of information, and evaluation and judgement to interpret or anticipate future viability of opportunities. This study then hypothesises that SEA leads to opportunity recognition at the subsidiary level and further hypothesises innovation and performance as outcomes of opportunity recognition. This research brings these arguments together to develop and test a comprehensive theoretical model.
The theoretical model is tested through a mail survey of the CEOs/MDs of foreign subsidiaries within the Republic of Ireland (an innovative hub for foreign subsidiaries). This method was selected as the best method to reach the targeted respondent, and due to the depth of knowledge the target respondent holds, the survey can answer the desired question more substantially. The results were examined using partial least squares structural equation modelling (PLS-SEM). The study’s findings confirm two critical aspects of subsidiary context, subsidiary brokerage and subsidiary credibility are positively related to SEA. The study establishes a positive link between SEA and both the generation of innovation and the subsidiary’s performance. This thesis makes three significant contributions to the subsidiary literature as it 1) introduces and develops the concept of SEA, 2) identifies the antecedents of SEA, and 3) demonstrates the impact of SEA on subsidiary opportunity recognition. Implications for subsidiaries, headquarters and policy makers are discussed along with the limitations of the study
Reviewing the literature on scholarship of teaching and learning (SoTL): An academic literacies perspective: Part 2
There are few sources that critically evaluate the different ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the different ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process; the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. By adopting an academic literacies perspective, we argue that undertaking a synthesis of the literature is a socially constructed process. There is no one way of reviewing the SoTL literature.
We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL research articles; and freestanding reviews that synthesize research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that some of the claims of the superiority of systematic reviews are unjustified. Though critical of systematic reviews, we recognise that for the most part narrative and systematic reviews have different purposes, and both are needed to review the SoTL literature. We suggest that narrative reviews are likely to continue to dominate the SoTL literature, especially while most SoTL studies use qualitative or mixed methods. It is important that contextually-sensitive judgements and interpretation of texts, associated with narrative reviews, are seen as central to the reviewing process, and as a strength rather than a weakness.
This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature (Healey and Healey 2023). Together they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We conclude the current article by discussing the implications for the further development of an academic literacies perspective to searching and reviewing the SoTL literature. We call for studies investigating the lived experiences of SoTL scholars as they go about searching and reviewing the literature. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles
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Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families.
Qualifications vary widely for those employed within the ECEC sector; this is of particular concern within the English context where questions are raised about sustainability. An inconsistent approach to training and qualifications has contributed to a perception of ECEC as low skilled work. Apprenticeships and part-time distance learning courses have become commonplace, enabling practitioners to work and study concurrently; however, this strategy has blurred the boundaries between initial training and CPD.
There is a persistent concern about how to improve educational attainment for young children. In the English context, the Early Years Workforce Strategy (DfE 2017) acknowledged the impact of specialised graduates. Other evidence notes that better qualified practitioners provide higher quality provision (Mathers et al. 2011) and that such provision is positively associated with children’s attainment and progress throughout primary school (Sylva et al. 2011). More recently, Bonetti and Blanden (2020) found a small positive association between the presence of graduate level staff in private, voluntary, and independent settings and 5-year-olds’ attainment on the Early Years Foundation Stage Profile (EYFSP) (DfE 2018) although the authors note that improved outcomes were modest.
It is widely accepted that quality in ECEC matters to the families of young children. In the context of England, successive governments have committed to the expansion of fully subsidised ‘15-hour’ and ‘30-hour’ provision for 2-4 year olds, not only to promote children’s development, but also to support parental employment, particularly for disadvantaged families. Previous initiatives to support parents and families, such as the Sure Start local programmes, found positive impacts for parents and families yet spending cuts have led to more than 30% of Sure Start Centres (more than 1000) closing since 2009 (Smith et al. 2018). A renewed interest in impact on families has been referenced recently in the enhancement of Family Hubs and a discussion of how they may build on existing Sure Start provision (DHSC 2021).
In 2021, it is impossible to consider the experiences of young children and their families without acknowledging the ongoing context of Covid-19. The pandemic situation has impacted both children and families in many ways, including their access to quality education and care, thus worsening an already precarious situation. A further layer of complexity and concern is the impact of pervasive inequalities on the lives of many young children and their families; around 4.3 million children were noted as living in poverty in the UK in 2020 with numbers rising to include the impact of the pandemic (Hirsch and Stone 2021).
Our findings are based on the analysis of 25 reviews which included over 764 research studies. These reviews focused on research evidence of the relationship between practitioner qualifications/training and their links to better outcomes for young children and their families. Reviews were included in the study following a systematic review process based on protocols established by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) (Gough, Oliver, and Thomas 2012). Internationally published literature (written in English) was searched using EBSCO (to include ASC, BEI, ERC and ERIC) and SCOPUS. The search took place in October 2020 and fields included were titles, abstracts and keywords; the search strategy is set out in Appendix 1. Publications were limited to those published between 2002-2020. Inclusion and exclusion criteria were applied to the initial 18579 articles to arrive at the 25 articles analysed for our report
The Colston Statue: What Next? ‘We are Bristol’ History Commission - Full Report
In the summer of 2021, the ‘We are Bristol’ History Commission consulted with the public about the future of the Colston statue and the Colston plinth. People had a chance to see the statue and learn about its history in a temporary display at the M Shed museum, as well as view the display online. Alongside the display was a survey that invited people from Bristol and beyond to share their views on a number of questions. Almost 14,000 people filled out the survey. The Mayor asked the History Commission to review the consultation and offer a number of recommendations in the light of it. This report summarizes the findings and also suggests what might happen next
Lift EVERY Voice and Sing: An Intersectional Qualitative Study Examining the Experiences of Lesbian, Gay, Bisexual, and Queer Faculty and Administrators at Historically Black Colleges and Universities
While there is minimal literature that address the experiences of lesbian, gay, bisexual, and trans* identified students at Historically Black Colleges and Universities (HBCUs), the experiences of Black, queer faculty and administrators at HBCUs has not been studied. This intersectional qualitative research study focused on the experiences of lesbian, gay, bisexual, and queer identified faculty and administrators who work at HBCUs. By investigating the intersections of religion, race, gender, and sexuality within a predominantly Black institution, this study aims to enhance diversity, equity, and inclusion efforts at HBCUs by sharing the experiences of the LGBQ faculty and administrators that previously or currently work at an HBCU as a full-time employee. The research questions that guided this study were 1) How have LGBQ faculty and staff negotiated/navigated their careers at HBCUs? and 2) How do LGBQ faculty and staff at HBCUs influence cultural (relating to LGBQ inclusion) change at the organizational level? The main theoretical framework used was intersectionality and it shaped the chosen methodology and methods. The Politics of Respectability was the second theoretical framework used to describe the intra-racial tensions within the Black/African American community. The study included 60-120 minute interviews with 12 participants. Using intersectionality as a guide, the data were coded and utilized for thematic analysis. Then, an ethnodramatic performance engages readers. The goals of this study were to encourage policy changes, promote inclusivity for LGBQ employees at HBCUs, and provide an expansion to the body of literature in the field pertaining to the experiences of LGBQ faculty and administrators in higher education
Responsible E-Waste Value Chains in Africa
Population growth, increasing prosperity and changing consumer habits globally are increasing demand for consumer electronics. Further to this, rapid changes in technology, falling prices, increased affordability and consumer appetite for new products have exacerbated e-waste management challenges and seen millions of tons of electronic devices become obsolete. This rapid literature review collates evidence from academic, policy focussed and grey literature on e-waste value chains. The report should be read I conjunction with an earlier report on e-waste management.
E-waste is any electrical or electronic equipment, including all components, subassemblies and consumables, which are part of the equipment at the time the equipment becomes waste. When e-waste is collected and treated formally, it normally includes the following steps: Collection, Sorting and disassembly, Size reduction, Separation.
The following five pillars of a sustainable e-waste management system have been identified:
• Business and finance
• Policy and regulation
• Technology and skills
• Monitoring and control
• Marketing and awareness
As such, to support the development of a responsible e-waste value chain, the following elements must be addressed.
• Understanding how e-waste is currently managed
• There is no one-size-fits all solution to building a robust e-waste management system based on extended producer responsibility.
• An e-waste system built without a participatory approach is likely to be hampered by a series of issues.
• An overarching policy is necessary
• The choices made for the sector should be founded on two crucial elements – data from on the ground, and inputs from stakeholders.
• Enforcement is incumbent on the government mandate
The push towards a circular economy has provided stakeholders across the value chain with an impetus to initiate systemic improvements and invest in infrastructure and awareness raising.FCDO (Foreign, Commonwealth and Development Office
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