Teacher coaching in Kenya: Examining instructional support in public and nonformal schools

AbstractInstructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes

Influence of processing on the structure and properties of semi-crystalline polymer systems : 1) biodegradable starch/poly(ethylene-vinyl alcohol) blends and 2) polyolefinic thermoplastics

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Chemical Engineering, 1995.Includes bibliographical references.by Stephanie Simmons.Ph.D

MENTAL HEALTH WORKSHOPS DELIVERED BY MEDICAL STUDENTS IN CAMBRIDGE SECONDARY SCHOOLS: AN EVALUATION OF LEARNING

Aims: For a group of medical students to design and deliver a mental health workshop in Cambridge secondary schools. Subsequently, to evaluate any improvements in pupils’ knowledge of mental health issues, including knowledge of common mental illnesses, stigma and where to access help with mental health problems. Method: A group of three medical students undertook a five week Student Selected Component to develop a mental health workshop in Spring 2013. The workshop was designed to include interactive components, such as role play, models and video. It was delivered to eight classes of 12-13 year old pupils across two local secondary schools, a total of 230 students. Questionnaires were completed before and after each workshop to test knowledge acquisition of mental health issues, stigma and where pupils could get help with mental health problems. Comparisons between data from the pre- and post-workshop questionnaires were made to assess learning. Results: The responses from the questionnaires showed a global improvement in knowledge of mental health. This is highlighted by the increase in awareness of the prevalence of mental health problems amongst young people from 47.0% before the workshops to 97.8% after the workshops. The ability to identify symptoms of anxiety rose from 21.7% to 44.8% and the ability to identify depression rose from 29.0% to 53.5% respectively. Whilst only 15.2% pupils disagreed with a stigmatising statement about mental illness before the workshops, 61.3% pupils disagreed afterwards. The students were also better informed about how to access help and identified areas that they found useful to learn about. Conclusion: Comparison of the pre- and post-workshop questionnaires indicate that medical student-led workshops are an effective method for improving knowledge of mental health topics amongst 12-13 year old school pupils, as well as encouraging positive attitudes towards mental health. The project highlights a demand for mental health education in schools and brings to light topics that could be covered in future sessions or similar projects

MENTAL HEALTH WORKSHOPS DELIVERED BY MEDICAL STUDENTS IN CAMBRIDGE SECONDARY SCHOOLS: AN EVALUATION OF LEARNING

Aims: For a group of medical students to design and deliver a mental health workshop in Cambridge secondary schools. Subsequently, to evaluate any improvements in pupils’ knowledge of mental health issues, including knowledge of common mental illnesses, stigma and where to access help with mental health problems. Method: A group of three medical students undertook a five week Student Selected Component to develop a mental health workshop in Spring 2013. The workshop was designed to include interactive components, such as role play, models and video. It was delivered to eight classes of 12-13 year old pupils across two local secondary schools, a total of 230 students. Questionnaires were completed before and after each workshop to test knowledge acquisition of mental health issues, stigma and where pupils could get help with mental health problems. Comparisons between data from the pre- and post-workshop questionnaires were made to assess learning. Results: The responses from the questionnaires showed a global improvement in knowledge of mental health. This is highlighted by the increase in awareness of the prevalence of mental health problems amongst young people from 47.0% before the workshops to 97.8% after the workshops. The ability to identify symptoms of anxiety rose from 21.7% to 44.8% and the ability to identify depression rose from 29.0% to 53.5% respectively. Whilst only 15.2% pupils disagreed with a stigmatising statement about mental illness before the workshops, 61.3% pupils disagreed afterwards. The students were also better informed about how to access help and identified areas that they found useful to learn about. Conclusion: Comparison of the pre- and post-workshop questionnaires indicate that medical student-led workshops are an effective method for improving knowledge of mental health topics amongst 12-13 year old school pupils, as well as encouraging positive attitudes towards mental health. The project highlights a demand for mental health education in schools and brings to light topics that could be covered in future sessions or similar projects

The Development and Validation of a Novice Nurse Decision-Making Skills Education Curriculum

Novice nurses (NNs) are entering critical care environments with limited knowledge, skills, and decision-making expertise. They are expected to care for complex patients in a dynamic healthcare setting. The research question for this project examined whether NNs improve their knowledge and skills by participating in a nursing decision-making skills curriculum. The purpose of the project was to develop and validate a nursing decision-making skills education curriculum working in an intermediate critical care unit. Taba\u27s instructional theoretical model was used to guide the new curriculum development along with current evidence based practice found in the current literature. Scaffolding approach theory encouraged the use of more knowledgeable peers or educators to assist NN with skill acquisition. Project participants consisted of 5 local learning specialists in critical-care nursing with a minimum of a bachelor\u27s of science degree in nursing as well as national certifications. Upon curriculum review completion, each of the 5 specialists were asked to complete a 5-point Likert scale survey to evaluate the content of the newly developed curriculum. Descriptive analysis was completed on the survey data. Three of the 5 learning specialists agreed and 2 strongly agreed that the program met its stated objectives. Three of the learning specialists strongly agreed and 2 agreed that the course content was relevant to NNs\u27 day-to-day roles and that the material and resources facilitated the development of decision-making skills. Adjunct NN education may promote positive social change by providing an effective strategy for improving decision-making skills among NNs, potentially leading to improved patient outcomes in a healthier community with a skilled healthcare workforce

Using Near-Surface Photogrammetry Assessment of Surface Roughness (NSPAS) to assess the effectiveness of erosion control treatments applied to slope forming materials from a mine site in West Africa

Geo-spatial studies are increasingly using photogrammetry technology because the cost of the equipment is becoming cheaper, the techniques are accessible to non-experts and can generate better quality topographic data than traditional approaches. NSPAS (Near-Surface Photogrammetry Assessment of Surface Roughness) was developed to quantify the micro-topographic changes in ground surface roughness caused by simulated rainfall, to better understand the comparative erodibility of two non-soil and one soil slope forming materials from a mine in West Africa. This innovative approach creates DEMs (digital elevation models) using image pairs acquired by near-surface stereo photogrammetry (<300 m), to measure surface roughness within Leica Photogrammetry Suite 2011 (LPS) in ERDAS Imagine software and ESRI Arc-GIS. NSPAS can readily quantify aggregate breakdown processes across a 0.02 m2 surface by accurately detecting 0.84 mm to 2.49 mm changes in surface topography. The methodology is advantageous to micro-scale (2 mm) at the surface. With further development NSPASS has the capability to be used in many other types of geospatial investigations

Increasing fluid intake and reducing dehydration risk in older people living in long-term care: a systematic review

Objective: To assess the efficacy of interventions and environmental factors on increasing fluid intake or reducing dehydration risk in older people living in long-term care facilities. Design: Systematic review of intervention and observational studies. Data Sources: Thirteen electronic databases were searched from inception until September 2013 in all languages. References of included papers and reviews were checked. Eligibility criteria: Intervention and observational studies investigating modifiable factors to increase fluid intake and/or reduce dehydration risk in older people (≥65 years) living in long-term care facilities who could drink orally. Review methods: Two reviewers independently screened, selected, abstracted data and assessed risk of bias from included studies, narrative synthesis was performed. Results: 4328 titles and abstracts were identified, 325 full-text papers obtained and 23 included in the review. Nineteen intervention and 4 observational studies from 7 countries investigated factors at resident, institutional or policy level. Overall the studies were at high risk of bias due to selection and attrition bias and lack of valid outcome measures of fluid intake and dehydration assessment. Reported findings from six of the nine intervention studies investigating the effect of multi-component strategies on fluid intake or dehydration described a positive effect. Components included greater choice and availability of beverages, increased staff awareness, increased staff assistance with drinking and toileting. Implementation of the US Resident Assessment Instrument reduced dehydration prevalence from 3% to 1%, p=0.01. Two smaller studies reported positive effects, one on fluid intake in 9 men with Alzheimer's Disease using high-contrast red cups, the other involved supplementing 13 mildly dehydrated residents with oral hydration solution over 5 days to reduce dehydration. Modifications to the dining environment, advice to residents, presentation of beverages and mode of delivery (straw vs beaker; pre-thickened drinks vs those thickened at the bedside) were inconclusive. Two large observational studies with good internal validity investigated effects of ownership; in Canada, for-profit ownership was associated with increased hospital admissions for dehydration; no difference was seen in dehydration prevalence between US for-profit and not-for-profit homes, although chain facilities were associated with lower odds of dehydration. This US study did not suggest any effect of staffing levels on dehydration prevalence. Conclusions: A wide range of interventions and exposures were identified, but the efficacy of many strategies remains unproven due to the high risk of bias present in many studies. Reducing dehydration prevalence in long-term care facilities is likely to require multiple strategies involving policymakers, management and care staff, but these require further investigation using more robust study methodologies. Systematic review registration: The review protocol was registered with the International Prospective Register of Systematic Reviews (http://www.crd.york.ac.uk/PROSPERO/display_record.asp? ID=CRD42012003100)