Book Review of On Becoming a Woman Leader: Learning From the Experiences of University Presidents & Women at the Top: What Women University and College Presidents Say About Effective Leadership

Readers who enjoy learning about women who are successful leaders in higher education have two more books to add to their libraries. The authors of these two books had similar motivations for their research and subse- quent publications. Their research methodologies were similar in that both works are based on qualitative studies of women college and university presidents. The analysis and synthesis ofthe information gleaned from the studies, and the presentation of that information, differ in ways that make for interesting comparisons. The subtitles of each book provide clues as to the motivations behind the research. Madsen wants us to learn from the experiences ofthe women she interviewed; Wolverton, Bower and Hyle rely on the women in their study to speak to us in first person about leadership. Madsen is motivated to tell us what experiences make for successful women presidents. Wolverton, et al. want to let the women in their study tell us what makes for an effective leader

The impact of social identity and cultural capital on different ethnic student groups at university

This research examines the experience of students from different student groups in higher education in Britain, asking the following questions: Is there any effect of different ‘University Cultures’ on students’ experience of higher education? How do different groups of students understand the concept of ‘belonging’ and ‘identity’ within a University? Do different student groups have different expectations and experiences of higher education? The research will draw on a range of social theories such as Social Capital, Cosmopolitanisation, Identity and Belonging and Mobility, assessing their relevance to the experience of different ethnic students in higher education (HE). Three HE institutions will participate in this project; a large comprehensive University, a campus based old University and a specialist college. A variety of quantitative and qualitative methods will be employed to maximise the breadth and depth of information gathered. Data collection will include a large scale questionnaire, focus groups and educational life history interviews with students from three differing institutions. Outcomes will inform the national debate about degree outcomes for different student groups and satisfaction levels between some student groups

Student diversity, extra-curricular activities and perceptions of graduate outcomes

This research will examine how different student groups engage with extra-curricular activities and what effect these activities have on their degree and graduate outcomes. Recent research has indicated that different student groups have different degree and employment outcomes, this research examines how different student groups engage with extra-curricular activities and what effect these activities have on their degree and graduate outcomes. It examines what extra-curricular activities students participate in and whether different groups have preferences for different types of activities (i.e. are there patterns of participation in certain activities by certain groups of students) and if so what impact does this patterning have on graduate employment potential. Extra-curricular activities are broadly defined in this research, such as part-time work, involvement in University union clubs and societies, (and different types of clubs and societies, cultural, sporting and other), other University related activities such as volunteering, class representation, etc. and other activities outside of University life, such as family commitments and community activitie

Assessment of the design of stormwater ponds for flow attenuation and water quality treatment

Abstract unavailable please refer to PD

Optimising motor learning in infants at high risk of cerebral palsy: a pilot study

Background: The average age for the diagnosis of cerebral palsy (CP) is 19 months. Recent neuroplasticity literature suggests that intensive, task-specific intervention ought to commence as early as possible and in an enriched environment, during the critical period of neural development. Active motor interventions are effective in some populations, however the effects of active motor interventions on the motor outcomes of infants with CP have not been researched thoroughly, but pilot work is promising. The aim of this study was to determine the short- term effects of “GAME”; a new and novel goal-oriented activity-based, environmental enrichment therapy programme on the motor development of infants at high risk of CP and test study procedures for a randomized controlled trial (RCT). Methods: Pragmatic 2-group pilot RCT to assess motor outcomes, goal attainment, parent well-being and home environment quality, after 12-weeks of GAME intervention versus standard care. GAME included: creation of movement environments to elicit motor behaviours; parent training in motor learning and task analysis; frequent practice of motor tasks using a programme that was individualised to the child, was varied and focused on self-initiated movement. Data were analyzed using multiple regression. Results: Thirteen infants were consented, randomised, treated and completed the study. At study conclusion, the GAME group (n = 6) demonstrated an advantage in Total Motor Quotient of 8.05 points on the Peabody Developmental Motor Scale-2 (PDMS-2) compared to the standard care group (n = 7) (p \u3c .001). No significant differences existed between groups on any other measure. Conclusions: GAME appears to offer a promising and feasible new motor intervention for CP, with favourable short-term motor outcomes. A pressing need exists for an adequately powered RCT with long-term end points, to determine if GAME may advance these children’s motor trajectory

Developing Primary Teachers' Mathematics Subject Knowledge: A Practitioner Research Study that Explores the Developed Nature of Primary Teachers' Subject Knowledge in Mathematics; the Factors Which Influenced its Development and its Interrelationship with and Influence on Changes in Professional Practice, Within the Context a Mathematics Specialist Teacher Programme (MaST)

The study is set within the context of the Mathematics Specialist Teacher Programme (MaST) at a University in England. This programme was a two year Masters' level professional development for primary teachers. The research questions explore the nature of the subject knowledge developed by the teachers; the factors which influenced its development and how the developed subject knowledge interacts with and influences classroom practice. A practitioner research approach was adopted, influenced by the concept of phenomenography. Grounded theory was applied to analyse the data in order to develop theory. A mixed methods strategy was used, involving mainly qualitative data with some quantitative data collected through both questionnaires and group interviews. The main findings were that: - The development of teacher subject knowledge is dynamic and continuous and has the potential to develop within the context of practice. - A connected structure applied to the programme design had significant impact on teacher development. - The particular constructs used within the programme acted as vehicles for transference of developed subject knowledge into practice. My recommendations for policy and future research are: - The development of a national framework for primary teacher subject knowledge in mathematics, which outlines the required knowledge and recommendations for development. This would require research, agreement and evaluation. - Further research into effective strategies for the development of teacher subject knowledge in mathematics, including the application of a big ideas framework

Book Review of On Becoming a Woman Leader: Learning From the Experiences of University Presidents & Women at the Top: What Women University and College Presidents Say About Effective Leadership

Readers who enjoy learning about women who are successful leaders in higher education have two more books to add to their libraries. The authors of these two books had similar motivations for their research and subse- quent publications. Their research methodologies were similar in that both works are based on qualitative studies of women college and university presidents. The analysis and synthesis ofthe information gleaned from the studies, and the presentation of that information, differ in ways that make for interesting comparisons. The subtitles of each book provide clues as to the motivations behind the research. Madsen wants us to learn from the experiences ofthe women she interviewed; Wolverton, Bower and Hyle rely on the women in their study to speak to us in first person about leadership. Madsen is motivated to tell us what experiences make for successful women presidents. Wolverton, et al. want to let the women in their study tell us what makes for an effective leader

Review of Through The Labyrinth: The Truth About How Women Become Leaders, Alice H. Eagly and Linda L. Carli

Review of Through The Labyrinth: The Truth About How Women Become Leaders, Alice H. Eagly and Linda L. Carli, Boston, MA. 2007. Harvard Business School Press, 308 pages. Through the Labyrinth refutes the two-decade old metaphor of the\u27 glass ceiling,\u27 deeming it to be a simplistic explanation of the barriers that prevent women from attaining leadership positions. The authors argue that women\u27s paths toward advancement are indirect and littered with barriers at various stages in their careers, rather than being hindered by a fixed barrier. To them, a more appropriate metaphor is the labyrinth with its elaborate and confusing twists and turns. The labyrinth conveys the idea of a complex j ourney that entails challenges and offers a goal worth striving for. Passage through a labyrinth is not simple or direct, but requires persistence, awareness of one\u27s progress, and a careful analysis of the puzzles that lie ahead .... Because all labyrinths have a viable route to their center, it is understood that goals are attainable (p. x). Eagly and Carli wrote the book to help readers understand leadership and what it will take to achieve equality of leadership by men and women. Their primary audience is women who aspire to leadership positions. Both authors are acknowledged scholars in the study of gender and leadership. In this book, they function in multiple roles-as thoughtful academics, as advocates for women\u27s leadership, and as advisors for women who are on the challenging path to leadership. Dr. Alice H. Eagly is a social psychologist, professor and department chair of psychology at Northwestern University, and a faculty fellow in Northwestern\u27s Institute for Policy Research. She is a prolific researcher in the study of gender, attitudes, prejudice, cultural stereotypes, and leadership. Dr. Linda L. Carli is an associ .. ate professor in the psychology department at Wellesley College. Her research is centered on the effects of gender on women\u27s leadership; group interaction, communication, and influence; and reactions to adversity