The effect of two time patterns on developing a secondary motor skill.

Thesis (Ed.M.)--Boston Universit

Police Knowledge Exchange: Full Report 2018

[Executive Summary] This report was commissioned to explore the enablers and barriers to sharing within and between police forces and between police forces and partners, including the public. This was completed from an interdisciplinary review of international literature covering sharing, knowledge exchange, learning and organisational learning. The literature broke down into four main factors; who, why, what and how. An introduction to the literature is presented with ‘Who’ is sharing which considers both personal identity and different institutional issues. The ‘Why’ literature covers issues of cultural and community motivators and barriers. The ‘What’ segment reviews concepts of data, information and knowledge and related legislative issues. Finally, the ‘how’ section spans face to face sharing approaches to technologies that produce both enablers and barriers. A series of 42 in-depth interviews and focus groups were completed and combined with 47 survey responses . The aim of the interviews, focus groups and survey was to show perceptions and beliefs around knowledge sharing from a small sample across policing in order to complement the findings from the literature review. The survey was adapted from a standardised questionnaire (Biggs, 1987). The Biggs questionnaire focused on what motivated students to learn and how they approached their learning. Our adapted survey looked at what motivated police to share, and how they approached sharing. The responses showed a trend, across the police, towards a motivation for sharing to develop a deeper understanding of issues. However, the approaches and the strategies they used to share with others, which were primarily driven by achieving and surface approaches (to get promoted and get the job done). According to Biggs (1987) this could leave them discontented as they never progress to a deeper understanding of issues. Scaffolding sharing within the police through processes that are clearly defined, effective and valued could help to overcome these issues. Within the interviews and focus group findings a similar structured approach to sharing was adopted. Within the ‘who’ section some key aspects around personal relationships, reciprocity and reputation were identified. The ‘why’ the police share was one of the largest discussion points. Not only was there a deep motivation to solve key policing issues there was an approach of reciprocity. Police sharing was deeply motivated to support ‘good practice’ in the prevention and detection of crime. However, a sharing barrier was identified in the parity of value given to different types of knowledge for example between professional judgement and research evidence knowledge. Sharing was achieved when there were reciprocal benefits, in particular with personal networks or face to face sharing which was noted as ‘safe’. Again, this was inhibited by misunderstandings around the ‘risks’ of sharing, frequently attributed to data protection legislation; producing cautious reactions and as an avoidance tactic to save time and effort sharing. However, a divide was noted between technical users and those who avoided any online systems for sharing; often due to poorly designed systems and a lack of confidence in how to use systems. The police culture was identified as being risk-adverse, and competitive due to multiple factors, a lack of supported time to share, Her Majesty’s Inspectorate of Constabulary (HMIC) reviews and promotion criteria. The result was perceived to be a poor cultural ability to learn from mistakes and a likelihood to repeat errors. A set of strategic recommendations are given and include the use of a sharing authorised professional practice for HMIC reviews, sharing networks and training. A further set of operational recommendations are given such as; sharing impact cases for evidence based practice, data sharing officers and evaluating mechanisms for sharing. This full report is supported by the Police Knowledge Exchange Summary Report 2018 which gives an overview of the findings and recommendations

An analysis of certain problems in using television in the Henrico county schools

The developments that have taken place and are continuing to develop both on national and local levels justify an analysis to ascertain whether educational television may be used as a means of supplementing effectively the educational program of Henrico County. It is the purpose of this study (1) to secure information on the effect of educational television, (2) to secure information on the problems of scheduling and using staff and facilities. and (3) to determine what types of learning activity lend themselves best to television

The Experience of Professional Identity Development in Graduating Nursing Students

This dissertation examined the experience of nursing professional identity development from the perspectives of both associate degree nursing (ADN) students and baccalaureate degree nursing (BSN) students in their final semester of study. This study filled gaps in the research by providing insight into the experience of the nursing professional identity itself and the factors identified by nursing students that supported or revealed a lack of professional identity development. This research helped to develop an understanding of two main experiences: (a) what is the meaning of a nurse’s professional identity to students in their final semester of nursing school? and (b) what are the contexts of the experiences of professional identity formation as a nurse? Answers to these research questions were developed through individual and focus group discussions with students in their final semester of study from two schools of nursing in southern California. Students were guided through individual interviews using semi-structured interview questions and later invited to focus groups with other students to clarify and elaborate on previous comments. Results demonstrated both groups shared many descriptions of what it means to be a nursing professional; primary among them were concepts of knowledge, caring, teamwork, and integrity. The interviews also demonstrated similarities in factors that supported the development of nursing professional identity including experience, instructor support, role models, and self-motivation. Experience, independence, and trust were more closely related to the experiences of professional identity formation. Teamwork, communication, advocacy, and leadership were concepts the participants frequently used to describe the professional nurse; whereas role models, reflection, support, and self-motivation were described more often as tools for professional identity development. These findings related very closely to previous research studies on professional identity formation, much of which was done from the perspective of nurse educators, nurse executives, and experienced nurses. One unexpected finding was the lack of differentiation in the experiences and opinions of BSN- and ADN-prepared nursing students. Recommendations for nursing educators included the use of more clinical and experiential learning, guided reflection, and leadership training. This research provided an important perspective on nursing professional identity, adding depth and a fresh perspective to further the understanding of this important topic in nursing education

GeoHCI for learning in the wild

This position paper gives exemplars of location-based ‘in the wild’ learning and their relationship to GeoHCI, and also describes the challenges and research questions inherent in doing so. We present several projects that encompass both formal and informal learning experiences. We discuss the issues arising from the use of outdoor in the wild ‘blended spaces’ to change geoscience practices, together with a suggestion that we should also be considering a more responsible and scalable approach when designing these interventions