115 research outputs found
Work discussion in English nurseries: reflecting on their contribution so far and issues in developing their aims and processes; and the assessment of their impact in a climate of austerity and intense audit
In this paper, we argue for the past and continuing relevance of Work Discussion, as a model of professional reflection for nursery practitioners, which is attentive to emotional experience in work relationships.
The development of Work Discussion in English nurseries is described with illustrations, from a psychoanalytic perspective, of aspects of the processes of discussion and their underlying dynamics; and we also explore the introduction of Work Discussion to the training regimen of early yearsâ teachers.
Finally, the paper summarises the key findings arising from an evaluation of Work Discussion sessions, with nursery practitioners working with vulnerable two-year -olds, held at weekly intervals for a year, and facilitated jointly by early yearsâ care and education specialists together with child psychotherapists
Self-assessment and studentsâ study strategies in a community of clinical practice: A qualitative study
: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students’ and supervisors’ self-assessment and feedback training on students’ perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students’ study strategies within a community of clinical practice.: We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years’ assessment program. In the interviews, students’ perceptions and interpretations of ‘self-assessment practice’ and ‘supervisor-provided feedback’ within different contexts and the resulting study strategies were explored.: The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies.: This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students’ self-assessment is needed
Effect of Boride Layer on PM HSS AISI M2 on the Mechanisms Acting in the Transverse Rupture Strength Test
Changes in lipid composition during sexual development of the malaria parasite Plasmodium falciparum
Effect of Weaving Direction of Conductive Yarns on Electromagnetic Performance of 3D Integrated Microstrip Antenna
Nurseries and emotional wellâbeing: evaluating an emotionally containing model of professional development
Controlling the net: European approaches to content and access regulation
This article has been accepted for publication in the journal, Journal of Information Science [© CILIP] and the final (edited, revised and typeset) version of this paper will be published in Journal of Information Science, by SAGE Publications Ltd, All rights reserved. © CILIP. For more information please visit: http://jis.sagepub.co.uk
Exploring the experience of an enhanced recovery programme for gynaecological cancer patients: a qualitative study
Specific expression and export of the Plasmodium falciparum Gametocyte EXported Protein-5 marks the gametocyte ring stage
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