Threshold concepts: Impacts on teaching and learning at tertiary level

This project explored teaching and learning of hard-to-learn threshold concepts in first-year English, an electrical engineering course, leadership courses, and in doctoral writing. The project was envisioned to produce disciplinary case studies that lecturers could use to reflect on and refine their curriculum and pedagogy, thereby contributing to discussion about the relationship between theory and methodology in higher education research (Shay, Ashwin, & Case, 2009). A team of seven academics investigated lecturers’ awareness and emergent knowledge of threshold concepts and associated pedagogies and how such pedagogies can afford opportunities for learning. As part of this examination the lecturers also explored the role of threshold concept theory in designing curricula and sought to find the commonalities in threshold concepts and their teaching and learning across the four disciplines. The research highlights new ways of teaching threshold concepts to help students learn concepts that are fundamental to the disciplines they are studying and expand their educational experiences. Given that much of the international research in this field focuses on the identification of threshold concepts and debates their characteristics (Barradell, 2013; Flanagan, 2014; Knight, Callaghan, Baldock, & Meyer, 2013), our exploration of what happens when lecturers use threshold concept theory to re-envision their curriculum and teaching helps to address a gap within the field. By addressing an important theoretical and practical approach the project makes a considerable contribution to teaching and learning at the tertiary level in general and to each discipline in particular

The Penn Science Teacher Institute: A Proven Model

The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers and their students, baseline data from a comparable group of chemistry teachers enrolled in the first cohort of the Penn STI program and their students were used in some analyses. Among other findings, the data indicate that MCE met its goals: 1) to improve the chemistry content knowledge of its teacher participants; 2) to increase the use of research-based instruction in their classrooms; and, 3) to improve student achievement in chemistry (students of MCE graduates scored significantly higher than the comparison group)

Service provider difficulties in operationalising coercive control

We examined perspectives of social workers, police officers, and specialist domestic abuse practitioners about their perceived ability and organizational readiness to respond effectively to incidents of coercive and controlling behavior. Interviews revealed intervention and risk assessment strategies structured around an outdated, maladaptive concept of domestic abuse as an unambiguous and violent event and frontline services that lacked appreciation of the power dynamics inherent in controlling relationships. The analysis demonstrates how lack of definitional clarity around nonphysical domestic abuse can increase the use of discretion by frontline services and, by extension, increase the discounting of coercive control by pressured frontline officers

Examining the role of mental health and clinical issues within talent development

Although significant research supports the association between physical activity and mental wellbeing, current literature acknowledges that athletes are no less susceptible to mental illness than the general population. Despite welcomed initiatives aimed at improving mental health within elite sport, these programs often fail to target young athletes; an important concern given that the genesis of many mental illnesses are recognized to occur during this critical period. Given the importance of early intervention and effective treatment, and the potentially devastating consequences of clinical issues going undiagnosed, the implications for talent identification and development become obvious. With this in mind, this study sought to examine the range of mental health issues that may impact upon developing athletes and potential consequences for the development process, specific risk and protective factors associated with talent development, along with an examination of current practices concerning the identification of mental health issues in such environments. Qualitative interviews were conducted with purposively sampled clinicians (n = 8) experienced in working with adolescents and/or young athletes. Inductive content analysis was undertaken, identifying four main themes: key behavioral indicators; associated risk factors; associated protective factors; and issues around identification and diagnosis. Key behavioral indicators included behavioral change, along with behaviors associated with eating disorders, anxiety and depression. Risk factors centered on family background, the performance environment, and issues surrounding adolescence. Protective factors were primarily social in nature. Finally, a lack of awareness and understanding of clinical issues, multiple causes of symptoms, non-disclosure and the need for triangulation of assessment were identified. The need for improved identification and intervention strategies was apparent, with coaches identified as well placed to detect general ‘warning signs’ such as behavioral change. Short of integrating trained clinicians into talent development environments, as part of a triangulation process, ecologically validated assessment tools – coupled with appropriate training and signposting – could offer a practical way of flagging potential issues in developing athletes. The need for the development of such an instrument is therefore apparent. Finally, education around the influential role of family is also recommended in order to promote the protective elements and mitigate risk factors

Personal intelligence expressed: A theoretical analysis

An individual\u27s cumulative life decisions help determine that person\u27s well-being. To make good decisions requires knowing something about who one is and who one wants to be. It seems plausible that personality may draw on a specifically tailored intelligence that supports its own self-understanding and contributes to such life decisions. This personal intelligence (PI) helps the individual meet his or her own personal needs and to fit in with (or stand out from) the environment. What are people high in PI actually like relative to those lower in the skills? Drawing on a 2008 theory of PI-related abilities, the author reviews several literatures to examine what features distinguish the behavior of people high in PI from those lower in such skills. The feature list sets the stage for future research in distinguishing high-PI individuals from low-PI individuals according to their life expressions

Organisational culture and quality of health care

concerned with assessing and improving the quality of health care. The USA, in particular, has identified specific concerns over quality issues1 2 and a recent report from the Institute of Medicine pointed to the considerable toll of medical errors.3 In the UK a series of scandals has propelled quality issues to centre stage4 5 and made quality improvement a key policy area.6 But how are quality improvements to be wrought in such a complex system as health care? A recent issue of Quality in Health Care was devoted to considerations of organisational change in health care, calling it “the key to quality improvement”.7 In discussing how such change can be managed, the authors of one of the articles asserted that cultural change needs to be wrought alongside structural reorganisation and systems reform to bring about “a culture in which excellence can flourish”.8 A review of policy changes in the UK over the past two decades shows that these appeals for cultural change are not new but have appeared in various guises (box 1). However, talk of “culture” and “culture change” beg some diffi- cult questions about the nature of the underlying substrate to which change programmes are applied. What is “organisational culture” anyway? It is to this issue that this paper is addressed

Further Education Funding Council : circular : 99/44 : standards fund : strand 3

"Information on the use of strand 3 of the standards fund" -- front cover