Futures planning, parental expectations and sibling concern for people who have a learning disability

The aim of this questionnaire was to explore the existence of future plans, parental expectation and sibling concern regarding people who have a learning disability. A questionnaire was sent via email to siblings of people who have a learning disability. 21 completed questionnaires were returned and responses were anaylsed using descriptive statistics and thematic analysis. A full discussion regarding sibling support was reported to have taken place by 12 (57%) of respondents, 7 (33%) stated this discussion had not taken place and 2 (9%) were unsure. 12 (57%) of participants reported no clear future plan however where a plan did exist, 7 (33%) of respondents claimed it was fully agreeable to both them and their parents. 11 (52%) of respondents reported no difference between their wishes regarding their future role and parental wishes. Key themes generated were; satisfaction with services, parental influence, sibling concern about the future, futures planning, the impact of the disabled person upon sibling lives and siblings needs. Further qualitative exploration into the personal wishes, reality and parental expectations for future support of siblings of adults who have a learning disability is required. Keywords: adult siblings, futures planning, learning disability, parental expectatio

Differentiated instruction: a comparison of elementary and secondary school use

Includes bibliographical references

Citizens of Character - The Values and Character Dispositions of 14-16 Year Olds in the Hodge Hill Constituency

Citizens of Character explores the attitudes, dispositions, and values of 14-16 year old students in a particular urban environment - the six schools of the Hodge Hill constituency in Birmingham - and the extent to which the education system and the local environment advance or inhibit their sense of self, their values and their character development. These students constituted a heterogeneous group of religious and non-religious individuals. This project goes beyond the normal exploration and measurement of strengths of character in individuals and looks at the factors that build character in families and schools. This research has wider implications for the relationship between character and aspirations, social change, school cultures, citizenship, identity and religion. The study discusses what students understand by character. It set out to ascertain the moral values held by a group of students living in an inner-city area. The study sought to question who or what has influenced their moral values and examined which individuals, institutions and situations might have hindered or promoted their development. Some of the issues and concerns which arose - for example, relations with neighbours, the matter of local and national pride and questions of trust - may seem not to impinge upon character education as such but are relevant in a wider context

First national survey of practitioners with early years’ professional status

The first national survey of practitioners who have achieved Early Years Professional Status (EYPS) set out to ascertain: • more detailed demographic information about their backgrounds and experience • their views on their ability to carry out their role since gaining EYPS • information about career trajectories including their intentions to change setting, role or career • an overview of their professional development activities and plans • an assessment of the impact of obtaining EYPS on professional identity • their views on the difficulty of achieving change in their settings. This survey is part of a three year longitudinal study investigating the role and impact of early years professionals (EYPs) in their working environments (settings) and also investigating practitioners’ personal career development and aspirations. There are two main parts to the study: • a survey of all EYPs, asking about their career development needs and aspirations • case studies in 30 settings across the country, looking at how EYPs have an impact on the quality of education and care available to children. The survey, with slight modifications, will be repeated in year three of the study. The intention was to make the survey accessible to all who have achieved EYPS, with the aim of generating responses from approximately 10-15 per cent of respondents. The survey went live between January and February 2010 and by the close of the survey some 1,045 completed questionnaires had been generated, representing nearly 30 per cent of the total number of practitioners with EYPS. This sample was broadly representative of the total population of practitioners with EYPS based on gender, ethnicity, geographical distribution and the pathway they had followed to achieve EYPS

The Rumsfeld Effect: The unknown unknown

A set of studies tested whether people can use awareness of ignorance to provide enhanced test consistency over time if they are allowed to place uncertain items into a “don’t know” category. For factual knowledge this did occur, but for a range of other forms of knowledge relating to conceptual knowledge and personal identity, no such effect was seen. Known unknowns would appear to be largely restricted to factual kinds of knowledge

Do different learning contexts, processes and environment affect perceptions, dispositions and approaches to learning?

This paper is the initial report of an investigation into students' perception and approaches to learning as an extension to a Mixed Methods study. The initial study developed and applied a quantitative instrument within one institution, this study sought to deepen our knowledge through the deployment of the same instrument within a second institution delivering a mechanical engineering programme under similar circumstances. The results obtained through this quantitative stage show that for many questions the institutional context did not impact upon the student views which gives engineering academics a clear indication of where opportunities for enhancement of practice exist in relation to approaches to learning and studying, module and classes, ways of learning, and assessment in addition to student responses to material aspects such as student perceptions of staff and university resources. The paper details the methodology and quantitative instrument which will enable wider application in further contexts or the employment of the findings within a further and deeper qualitative investigation

Do students value feedback? Student perceptions of tutors' written responses

The topic of feedback to students is an under-researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student-centred approach to learning. A multi-method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback