Q Methodology as a Formative Tool for Facilitating Professional Development School Partnership Development

ABSTRACT In the mid-1980s, through the work of the Holmes Group (now the Holmes Partnership) and the National Network for Educational Renewal (NNER), the term “Professional Development School” emerged as a part of the nation’s educational discourse (Brindley, Field & Lessen, 2008). The success of these PDS have been widely reported within the literature presented. However, missing from our PDS literature are studies which focus on the formative implementation and progression of the partnerships as seen through the collective perspectives of PDS stakeholders. The purpose of this study was to develop and explore a participatory process for collecting, organizing and examining educator perspectives regarding the aspect most focused on by their professional development school partnerships, at the current PDS implementation stage. In order to answer the question “What are the shared educator perspectives that emerge through the InQuiry [sic] process, regarding the aspect of PDS partnership most focused on, by their professional development school partnerships, at its current stage of implementation?”, this dissertation research brought to the PDS literature a new methodology by utilizing Q methodology in the form of the InQuiry process. From the data examined, a total of 3 significant factors were identified. These factors represented the shared perspectives of the participants who participated in the study. Also, the participants overwhelmingly expressed that participating in the InQuiry process was helpful and useful for the development and implementation of their PDS partnership

Rehabilitation interventions for foot drop in neuromuscular disease

"Foot drop" or "Floppy foot drop" is the term commonly used to describe weakness or contracture of the muscles around the ankle joint. It may arise from many neuromuscular diseases

Space Station Biological Research Project: Reference Experiment Book

The Space Station Biological Research Project (SSBRP), which is the combined efforts of the Centrifuge Facility (CF) and the Gravitational Biology Facility (GBF), is responsible for the development of life sciences hardware to be used on the International Space Station to support cell, developmental, and plant biology research. The SSBRP Reference Experiment Book was developed to use as a tool for guiding this development effort. The reference experiments characterize the research interests of the international scientific community and serve to identify the hardware capabilities and support equipment needed to support such research. The reference experiments also serve as a tool for understanding the operational aspects of conducting research on board the Space Station. This material was generated by the science community by way of their responses to reference experiment solicitation packages sent to them by SSBRP scientists. The solicitation process was executed in two phases. The first phase was completed in February of 1992 and the second phase completed in November of 1995. Representing these phases, the document is subdivided into a Section 1 and a Section 2. The reference experiments contained in this document are only representative microgravity experiments. They are not intended to define actual flight experiments. Ground and flight experiments will be selected through the formal NASA Research Announcement (NRA) and Announcement of Opportunity (AO) experiment solicitation, review, and selection process

Prevention of HIV and other STIs in rural Senegal: a study of prevention-related events collected by sentinel observers

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Estimated Prevalence and Living Circumstances of Parents with Intellectual Disability In Australia from Selected National Surveys

Analysis of SDAC 2009 data identified an estimated 0.41% of Australian parents had intellectual disability. This equates to an estimated 17,000 parents with intellectual disability residing in private dwellings in Australia. Analysis of GSS 2010 data revealed that, compared with non-disabled parents and also compared with parents with other disabilities, parents with intellectual disability were significantly more likely to: -be in a jobless household -be in households in the lowest three deciles of equivalised weekly income -be on government pensions as the main source of personal income -have ever been without a permanent place to live -have ever stayed in a shelter, squatted in an abandoned building and/or slept rough -have less frequent contact with family and friends -have negative or mixed feelings about life -have poorer self-assessed healthCentre for Disability Research and Polic

Web-Mediated Education and Training Environments: A Review of Personalised Interactive Learning.

This chapter reviews the concept of personalised eLearning resources in relation to integrating interactivity into asynchronous learning. Personalised eLearning resources are learning resources which are selected to suit a specific student or trainee’s individual learning requirements. The affordance of personalised eLearning would provide educators with the opportunity to shift away from eLearning content that is retrieved and move towards the provision of personalised interactive content to provide a form of asynchronous learning to suit students at different degree levels. A basic introduction to the concept of ePedagogy in online learning environments is explored and the impacts these systems have on students learning experiences are considered. Issues, controversies, and problems associated with the creation of personalised interactive eLearning resources are examined, and suggested solutions and recommendations to the identified issues, controversies, and problems are reviewed. Personalised interactive asynchronous learning resources could potentially improve students’ learning experiences but more research on the human computer interface of these authoring tools is required before personalised eLearning resources are available for use by non-technical authors

Impact of guidance on intervention adherence in computerised interventions for mental health problems: A meta-analysis.

Web-based interventions are increasingly used for the prevention, treatment and aftercare of mental disorders. A crucial factor to the efficacy of such online programmes is adherence to the intervention content and procedure. It has been frequently suggested that adherence in web-based interventions is low and little is known about which factors influence adherence. To increase intervention uptake and completion, studies increasingly include interventions with some form of guidance. Guided interventions have been shown to have higher efficacy, however, evidence for the impact on adherence is limited and mixed. This meta-analysis explored the impact of human guidance on intervention completion in web-based mental health interventions. A total of 22 studies were included with interventions primarily targeting symptoms of depression and anxiety disorders. Results showed that guidance significantly increases the average amount of intervention completion [g = 0.29, 95% confidence interval (CI) 0.18-0.40] and the proportion of intervention completers [log odds ratio (OR) = 0.50, 95% CI 0.34-0.66] with small effects. On average, full completion rates were 12% higher in guided intervention groups. This meta-analysis demonstrated that guidance in web-based mental health interventions does increase adherence, but more research is required to better understand the specific mechanisms between guidance, adherence and outcomes.</p