Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

This study investigated the impact of a 12-week problem-based learning (PBL) intervention on three psychological constructs (motivation, locus of control and self-esteem) linked to learner autonomy. Results indicated that there was a significant increase in the students’ intrinsic motivation (P<0.05) and a non-significant shift towards an internal locus of control after the intervention period. Students perceived the benefits of PBL to be the opportunity to work in teams and to consider a wider knowledge base. A short course of PBL was successful in developing learner autonomy and other key employability skills alongside the application of content knowledge

Siblings of elementary gifted students: The sibling relationship, self-concept and classroom behavior

This study was undertaken for the purpose of determining if the siblings of gifted elementary students differ significantly from siblings of non-gifted elementary students in sibling affection, self-concept, or observable classroom behavior; and to investigate the relationship between sibling affection and self-concept, sibling affection and observable classroom behavior, and self-concept and observable classroom behavior.;The sample was selected from a large, urban school district located in the Mid-South. Thirty-eight pairs of siblings were selected from two-sibling families in which both children were enrolled in grades 3 through 6. Group 1 (Gifted/Siblings) consisted of first-born children who were state certified as intellectually gifted and who were participating in a gifted program and their second-born siblings who were continuously enrolled in regular classroom programs. Group 2 (Older/Younger) consisted of first-born children and their second-born siblings where both were continuously enrolled in regular classroom programs.;All participants were administered the Piers-Harris Children\u27s Self-Concept Scale and the Family Relationship Inventory; half the participants were also administered the Bene-Anthony Family Relations Test, Children\u27s Version. The Devereux Elementary School Behavior Rating Scale II was completed by the classroom teacher and demographic information was gathered by a parental questionnaire.;It was hypothesized that (1) siblings of gifted elementary students did not differ significantly (p {dollar}\u3c{dollar}.05) from siblings of non-gifted elementary students in sibling affection, self-concept, or observable classroom behavior; and that (2) there was no significant relationship (p {dollar}\u3c{dollar}.05) between sibling affection and self-concept, sibling affection and observable classroom behavior, or self-concept and observable classroom behavior.;The study found that siblings of gifted elementary students did not differ significantly (p {dollar}\u3c{dollar}.05) from siblings of non-gifted elementary students in self-concept or observable classroom behavior; they also did not differ significantly (p {dollar}\u3c{dollar}.05) in sibling affection on the Family Relationship Inventory. On the Bene-Anthony Family Relations Test, however, the siblings of gifted elementary students differed significantly (p {dollar}\u3c{dollar}.01) from siblings of non-gifted elementary students in terms of raw scores; they were significantly more negative.;There was a significant (p {dollar}\u3c{dollar}.05) relationship between self-concept and observable classroom behavior in siblings of gifted elementary students. No significant relationship existed between sibling affection and self-concept or between sibling affection and observable classroom behavior in siblings of gifted elementary students.;Further study is needed to evaluate these results in a highly competitive school environment, with a clearly established definition of giftedness, and designed to include parental perceptions

Optimising STEM education in WA schools

Education in science, technology, engineering and mathematics (STEM) is a powerful and productive driving force for economic growth. A strong STEM education system provides the essential underpinning of an innovative and scientifically literate culture that: develops the capabilities for individuals to function effectively within a science and technology based society; provides an ever widening range of career opportunities; and, builds the productive capacity required to drive a prosperous economy and enhanced well-being in an increasingly competitive world. The STEM education pipeline begins in our schools, therefore there is widespread and deep concern about the unsatisfactory status of STEM education in WA primary and secondary schools. This concern is also evident at the national level where Professor Ian Chubb, Australia’s Chief Scientist, has made a strong call for action in Australia to increase the number of STEM graduates to drive innovation and economic growth. The imperative for WA is to support the development of our school students’ STEM capabilities and interest in further education and careers in STEM

The satisfaction of contraception in today’s female university students

Background: The misuse and discontinuation of contraception is becoming common. This leads to an increase of unintended sexually transmitted infections (STIs) or pregnancies. Literature showed negative side effects, relationships and insufficient healthcare access can decrease satisfaction leading to incorrect use or cessation of contraception.Methods: One hundred and one female university students were given an electronic survey to explore their feelings and opinions towards contraception.Results: Results showed there were several correlations between method of choice, pregnancy concerns, overall satisfaction, and the strengths and limitations of contraceptive use. Qualitative data showed opposing views on the strengths and limitations of providers and health insurance companies.Conclusions: The findings based on both qualitative and quantitative data showed most women endure negative experiences and side effects of contraception for the prevention of pregnancy. Future research should focus on increasing satisfaction by enhanced counselling efforts and decreasing the negative effects experienced. 

Austerity in a disadvantaged West Midlands neighbourhood:Everyday experiences of families and family support professionals

This article examines everyday effects of austerity in Kingshurst – a disadvantaged urban neighbourhood in the West Midlands. It draws on qualitative data gathered from local families with children, and public and third sector professionals working in the area in family support services. While some of the issues raised are common to other disadvantaged communities across the UK, we recognise that austerity is experienced in specific socio-spatial contexts: in this case, Kingshurst’s circumstance of deprivation within a local authority borough that (as a whole) is above averagely affluent. This shaped the ways that residents and professionals framed the disadvantage they encountered in their everyday lives and work, in particular strengthening understandings of austerity as unfairly and unevenly experienced on the bases of geography and social class, and highlighting territorial stigma towards the neighbourhood by professionals and decision-makers which impeded residents’ engagement with the family support services available to them locally

What fosters or prevents interprofessional teamworking in primary and community care? A literature review

Background: The increase in prevalence of long-term conditions in Western societies, with the subsequent need for non-acute quality patient healthcare, has brought the issue of collaboration between health professionals to the fore. Within primary care, it has been suggested that multidisciplinary teamworking is essential to develop an integrated approach to promoting and maintaining the health of the population whilst improving service effectiveness. Although it is becoming widely accepted that no single discipline can provide complete care for patients with a long-term condition, in practice, interprofessional working is not always achieved. Objectives: This review aimed to explore the factors that inhibit or facilitate interprofessional teamworking in primary and community care settings, in order to inform development of multidisciplinary working at the turn of the century. Design: A comprehensive search of the literature was undertaken using a variety of approaches to identify appropriate literature for inclusion in the study. The selected articles used both qualitative and quantitative research methods. Findings: Following a thematic analysis of the literature, two main themes emerged that had an impact on interprofessional teamworking: team structure and team processes. Within these two themes, six categories were identified: team premises; team size and composition; organisational support; team meetings; clear goals and objectives; and audit. The complex nature of interprofessional teamworking in primary care meant that despite teamwork being an efficient and productive way of achieving goals and results, several barriers exist that hinder its potential from becoming fully exploited; implications and recommendations for practice are discussed. Conclusions: These findings can inform development of current best practice, although further research needs to be conducted into multidisciplinary teamworking at both the team and organisation level, to ensure that enhancement and maintenance of teamwork leads to an improved quality of healthcare provision. © 2007 Elsevier Ltd. All rights reserved

Teaching Ethics To Undergraduates: An Examination Of Contextual Approaches

Our purpose was to advance the current academic discussion on how to most effectively teach managerial ethics at the undergraduate level.&nbsp; We argued that undergraduate ethics education should be comprehensive, multi-dimensional and woven into the fabric of each student&rsquo;s experience.&nbsp; In particular, we hypothesized that the inclusion of service-learning experiences and a rigorous honor system would lead to better identification and resolution of ethical dilemmas.&nbsp; A survey of 304 undergraduates from four colleges and universities yielded modest support for our hypotheses.&nbsp; In conclusion, we discuss possible explanations for the results and avenues for future studies.&nbsp

Experiences of families living in Kingshurst, North Solihull

This report sets out findings of a rapid-ethnographic research project commissioned by The Children’s Society and conducted by a research team from Aston University into the experiences of families living in Kingshurst – a neighbourhood within the metropolitan borough of Solihull in the West Midlands