Supporting the learning of deaf students in higher education: a case study at Sheffield Hallam University

This article is an examination of the issues surrounding support for the learning of deaf students in higher education (HE). There are an increasing number of deaf students attending HE institutes, and as such provision of support mechanisms for these students is not only necessary but essential. Deaf students are similar to their hearing peers, in that they will approach their learning and require differing levels of support dependant upon the individual. They will, however, require a different kind of support, which can be technical or human resource based. This article examines the issues that surround supporting deaf students in HE with use of a case study of provision at Sheffield Hallam University (SHU), during the academic year 1994-95. It is evident that by considering the needs of deaf students and making changes to our teaching practices that all students can benefit

Communications in education

The paper aims to provide evidence of the role of communications in education. The term communications is used in three interrelated ways: it refers to the interactions and engagements which take place between different actors in the education sector; it looks at the transmission of information, knowledge or data between two or more points; and it refers to the processes and means though which these interactions take place. The report identifies where communications in the education sector has been successful and some of its weaknesses. The paper focuses on spaces for communications in education, the processes of communications and the direct and indirect impacts of communications initiatives. It gives examples of a range of communication initiatives and provides evidence of impact, where available

Understanding Cognition Across Modalities for the Assessment of Digital Resources

Drawing from the theories of the cognitive process, this paper explores the transmission, retention and transformation of information across oral, written, and digital modes of communication and how these concepts can be used to examine the assessment of digital resource tools. The exploration of interactions across modes of communication is used to gain an understanding of the interaction between the student, digital resource and teacher. Cognitive theory is considered as a basis for the assessment of digital resource tools. Lastly, principles for the assessment of digital resource tools are presented along with how assessment can be incorporated in the educational practice to enhance learning in higher education

Hearing from Those We Seek to Help: Nonprofit Practices and Perspectives in Beneficiary Feedback

For nonprofit organizations, hearing from the beneficiaries they seek to serve is an important practice for planning, implementing, and evaluating their programs and services. But does this feedback and an understanding of intended beneficiaries' needs reach foundation funders and influence their funding and strategic decision-making?To answer this question, CEP investigated what nonprofits are doing to hear from those they seek to help and whether their leaders believe their foundation funders are tuned in to the needs of their intended beneficiaries. The data reveals that most nonprofits are collecting and using feedback from their beneficiaries to improve their programs and services, but nonprofit leaders believe most of their foundation funders lack a deep understanding of their intended beneficiaries' needs. The research shows that this matters. Nonprofit leaders believe foundations' lack of understanding of their beneficiaries' needs is reflected in their funding priorities and programmatic strategies, and that nonprofits believe foundations can benefit from deeper engagement with beneficiary feedback

Academic research on student engagement - lost formulae to inspiring students

Academic tutors take on a multitude of roles in their current positions at university and while teaching is expected, from most, it is often assumed that the tutor will apply appropriate pedagogical tools to convey knowledge to the students. This view is now being challenged as many students are being actively encouraged to voice their views of the teaching and learning experience, for the module and the university experience, through module evaluation forms and the national student survey. The results from these surveys and comments, left by students, on social networking sites reveal that there is a gulf from student expectations and the actual teaching delivery experienced. The pedagogical elixir appears to have been lost by our fatigued, multi-tasking, poorly resourced academics. This research was driven by a desire to reveal the true nature of an inspired learning experience for students. This is made explicit by the triangulated results (in-depth interviews and a large survey at two universities) that reveal the characteristics that students seek in their tutors. The findings have been categorised into three themes namely: Charisma, Academic skills and Teaching skills (CAsTs) to enable tutors to appreciate the areas that they may need to develop to inspire their students

Family Engagement and Education: A Research Scan and Recommendations

In September 2012, The Heinz Endowments asked the Annenberg Institute for School Reform (AISR) at Brown University to conduct a research scan of family engagement, leadership, and organizing work related to education happening in Pittsburgh, as a part of the Endowments' larger work in supporting families as important stakeholders in their children's education. Annenberg's goal was to produce a well-researched scan and analysis of the family engagement and organizing for school reform landscape in Pittsburgh and to provide recommendations for viable funding strategies to support family engagement and organizing capacity building. Research questions for the scan included:1. Given the overall context of school reform efforts in Pittsburgh, what are the opportunities and challenges for influence from community-based parent leadership and organizing?2. What community-based organizations with a current or potential focus on equitable education reform exist in Pittsburgh?3. What is the capacity of each organization to engage in parent/family leadership and organizing work to influence school reform?All of the work completed for this report was done from September 2012 through April 2013. More specifically, data was collected from November 2012 through February 2013. Thus, new developments and changes related to what is reported here that have occurred since the spring of 2013 are not reflected in our data, findings, analysis, or recommendations.What follows is an overview of the methodology and conceptual framework driving the design and analysis of our scan research, a detailed summary of what we learned about the landscape for family engagement and leadership in Pittsburgh Public Schools (PPS), a scan of current community-based organizations' (CBOs) work and capacity for supporting family engagement and leadership, and recommendations of potential strategies for cultivating family engagement and education organizing in Pittsburgh