Evaluation of the Fife Health and Wellbeing Alliance Community-led Projects. Final Report

No abstract available

A comparison study of Quick60 and reading recovery instruction : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand

New Zealand has a national system of early reading intervention called Reading Recovery. This intervention is available to children after a year at school if they are seriously underachieving in reading. There has, however, been concern that the intervention has not achieved its aim of bringing underachieving readers up to class average. Results of international literacy surveys consistently indicate a wide gap between the best and poorest readers. Some critics have argued that a key reason for the gap is a lack of focus on the explicit teaching of phonologically-based skills in Reading Recovery and that other interventions could be more effective. One intervention that has been suggested is Quick60, a New Zealand developed literacy intervention for underachieving children that is taught in small groups and emphasises the teaching of phonologically-based skills. One aim of the present study was to assess the efficacy of Quick60 relative to Reading Recovery. A second aim was to consider whether Quick60 could be of equal efficacy but more cost-effective than Reading Recovery which is taught on an individual basis and is whole language in approach. The comparison study of Quick60 and Reading Recovery took place in two schools and involved 30 children. Children were assessed on a number of language and literacy measures before and after 13 weeks of instruction. The results of the study indicated that both the Quick60 and Reading Recovery children made gains but no more than did the control group

Evaluation - the educational context

Evaluation comes in many shapes and sizes. It can be as simple and as grounded in day to day work as a clinical teacher refl ecting on a lost teaching opportunity and wondering how to do it better next time or as complex, top down and politically charged as a major government led evaluation of use of teaching funds with the subtext of re-allocating them. Despite these multiple spectra of scale, perceived ownership, fi nancial and political implications, the underlying principles of evaluation are remarkably consistent. To evaluate well, it needs to be clear who is evaluating what and why. From this will come notions of how it needs to be done to ensure the evaluation is meaningful and useful. This paper seeks to illustrate what evaluation is, why it matters, where to start if you want to do it and how to deal with evaluation that is external and imposed

Carbonaceous chondrites: Early irradiation and Pu-244 fission records

The carbonaceous meteorites were studied. The studies which were conducted have evolved from investigations of early irradiation to mineralogic and petrologic studies of refractory inclusions and to an examination of the time scales of alteration processes on the parent bodies. The attached listing of papers and abstracts provide the details

INTEGRATING AND ASSESSING EXISTING AGRIBUSINESS COURSEWORK INTO A NEW UNDERGRADUATE INTERNATIONAL AGRIBUSINESS MANAGEMENT CONCENTRATION

The purpose of this paper is to use Cal Poly's example of the design and assessment of a new agribusiness concentration as a means to develop a process by which subsequent change can be managed within the context of coordinating change with the ongoing curriculum and employment needs of a department's students.Teaching, Agribusiness, International, Assessment, Teaching/Communication/Extension/Profession, A100, A220, Q130, Q170,

Evaluation of Community Jobs Scotland Phase 3 and Phase 4 Care Leaver and Young People with Convictions Pilots: Final Report

No abstract available

Maximising learning opportunities in handover

Handing over responsibility for patients has always been part of medical practice. Definitions emphasise transfer of responsibility to ensure patient safety and the available literature tends to follow this line (see box 1). Handover is much more than this, however. It is a key event where teams meet, have the opportunity to communicate, support each other and learn. This paper considers different ways of maximising learning opportunities in handover, with particular emphasis on the strengths and challenges of the paediatric environment. Alongside review of the best available evidence, many of the ideas discussed were generated from working with a group of 65 experienced paediatricians with particular experience and interest in medical education as part of the Royal College of Paediatrics and Child Health Paediatric Educators Programme. Formal handover has increased in importance and been embedded in practice with the transition from “on-calls” to “full-shift” rotas in an effort to comply with the European Working Time Directive1 in the United Kingdom (UK). Departments responsible for acute patient care have had to incorporate two or three handover sessions into every day to ensure patient problems and management plans are appreciated by the incoming medical team