MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

Something to Say: Success Principles for Afterschool Arts Programs From Urban Youth and Other Experts

Engagement in the arts can help youth in myriad ways: as a vehicle for self expression, acquiring skills, and developing focus and teamwork. Unfortunately, with the develine of arts education in public schools, few urban, low-income young people have high-quality engaging art experiences at school. Alternatives outside of school, such as private lessons or arts camps, are typically limited to children of families with the resources and savvy to get access to them. What narrow arts experiences low-income youth have are often dull arts and crafts projects where they are instructed to follow a prototype, rather than create something from their own imagination. Consequently, many urban, low-income youth grow up without even a cursory understanding of what high-quality arts programs are like, or what benefits may accrue from participation. Even when there is awareness or interest in out-of-school time (OST) arts programs, many young people choose other activities for a variety of reasons. Further, community groups often report a steep drop-off in teen OST engagement and participation. That finding points to the importance of captivating young people's interest prior to the teen years when, as tweens, they are more willing to try new OST experiences. This report attempts to answer the following questions: How can urban, low-income tweens and teens gain equal access to high quality arts experiences? Is there a model of practices that could provide a blueprint for community based organizations to emulate, so that proven approaches could be deployed in more places, more often? Is there a way to approach the analysis of these problems that respects and honors the young people as consumers who make informed choices? and how do the insights of what tweens and teens want align with what other experts say they need

Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011

These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences, business, computing, science and engineering, education, environment, built environment and health sciences. Contributions from Salford researchers are published here alongside papers from students at the Universities of Anglia Ruskin, Birmingham City, Chester,De Montfort, Exeter, Leeds, Liverpool, Liverpool John Moores and Manchester