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Article
Publication date: 29 January 2021

Marianne June Knaus, Gill Kirk, Pauline Roberts, Lennie Barblett and Bev Adkin

In Australia, political imperatives that drive the Tertiary Education Quality and Standards Agency (TEQSA) and Australian Institute for Teaching and School Leadership…

Abstract

Purpose

In Australia, political imperatives that drive the Tertiary Education Quality and Standards Agency (TEQSA) and Australian Institute for Teaching and School Leadership (AITSL) call for a new understanding of assessment at the tertiary level. Assessment strategies are under the microscope to provide accountability but are increasingly called to measure a wider set of attributes considered important in equipping graduates to meet 21st century opportunities and challenges. This paper reports on a shared benchmarking exercise between two universities to ensure the current assessment strategies in their undergraduate early childhood programs meet such requirements.

Design/methodology/approach

Data were collected using qualitative methodology and conceptualised using an interpretivist frame that enabled the collaborative groups to socially construct the meaning of assessment and identify what was specific, unique and different across the two programs. A cross-case analysis enabled a robust examination of the data.

Findings

Findings identified key structural and procedural differences between the two benchmarked university programs in terms of cohort size, university policies around assessment points, the use of exams and the choices surrounding professional experience placements.

Practical implications

Implications of the research note the complexity of contextual factors such as university policies on assessment and the impact these have on the quality of assessment.

Originality/value

This paper is unique in that it used the conceptual framework for self-evaluation from TEQSA and followed their six key phases of benchmarking.

Details

Benchmarking: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1463-5771

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Book part
Publication date: 7 July 2017

Elaine Blake and Pauline Roberts

This chapter narrows the focus of inclusive practices and principles in literacy education to find the role that science, combined with literature can play in helping…

Abstract

This chapter narrows the focus of inclusive practices and principles in literacy education to find the role that science, combined with literature can play in helping children of all abilities. Through the use of implicit and explicit language with active, social, hands-on inquiry related to science concepts and procedures children can construct new knowledge that leads to a firmer understanding of the world in which they live. The chapter demonstrates how children of all backgrounds and needs can work with others through their own investigations, and the guidance of an educator to develop, implement and present findings of scientific investigations that also develop literacy skills. The chapter also addresses the professional responsibility of educators to acknowledge and respect individual curiosity, growth, culture and diversity to plan thoughtfully, to use science language that is acceptable and understandable for children of different abilities and enhance scientific knowledge and literacy through the use of literature that evokes the sense of wonder within the children.

Details

Inclusive Principles and Practices in Literacy Education
Type: Book
ISBN: 978-1-78714-590-0

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Article
Publication date: 1 January 1977

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term…

Abstract

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

Details

Managerial Law, vol. 20 no. 1
Type: Research Article
ISSN: 0309-0558

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Book part
Publication date: 7 July 2017

Abstract

Details

Inclusive Principles and Practices in Literacy Education
Type: Book
ISBN: 978-1-78714-590-0

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Article
Publication date: 2 March 2015

Thomas James Parkman and Charlie Lloyd

The purpose of this paper is to explore the theme of dependence on mutual aid identified in a previous paper. It is a theme which to date, has had very little empirical…

Abstract

Purpose

The purpose of this paper is to explore the theme of dependence on mutual aid identified in a previous paper. It is a theme which to date, has had very little empirical attention, especially in a UK context.

Design/methodology/approach

A phenomenological approach was adopted. Interviews with service users, mentors and professional staff involved with the Learning to Live Again project were undertaken over a ten-month period of data collection. Thematic analysis was used to analyse the data.

Findings

It was found that service users with very little access to recovery capital or social support are at risk of developing a dependency on mutual aid. Dependence seemed to manifest itself in two different forms – those that over engaged with the project and those that under engaged with the project. Consequently, there were a cohort of service users identified that seemed to strike a balance with the project and their life outside the project that was “just right”. They were referred to as the “Goldilocks group”.

Originality/value

This paper explored a theme which has had very little attention paid to it. The theme of dependence on mutual aid will raise the awareness of such a threat, thus helping to identify those in treatment most at risk of developing dependency on mutual aid, thus detrimentally impacting on mental wellbeing.

Details

Drugs and Alcohol Today, vol. 15 no. 1
Type: Research Article
ISSN: 1745-9265

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Article
Publication date: 20 September 2011

Kerry L. Roberts and Pauline M. Sampson

The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is…

Abstract

Purpose

The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement?

Design/methodology/approach

The standardized protocol for this study was to send a developed questionnaire to 50 directors of state school board associations. An inductive analysis was made of the state school board directors' responses on whether they felt professional development had a positive effect on student achievement. Their responses were then compared with Education Week's 2009 rating of state education systems.

Findings

From the response from the 26 responding state directors, the study found that most states do not require professional development for school board members. State board directors did feel that school board professional development had a positive effect on student achievement. Of the states that did require school board professional development, they received an overall rating of B or C according to the Education Week 2009 rating, while those states that did not require professional development received a rating of C or D.

Research limitations/implications

Mixed research such as this adds to the conversation of the need for required school board professional development but the findings need to be re‐analyzed with all 50 states responding.

Practical implications

The practical implications are profound in that it is desired that children should succeed and learn in quality schools. School board members' lack of education (i.e. they only require high‐school diploma or GED) has an effect on student achievement. School board members need to take required professional development in all areas of public schooling so that quality decisions can be made for children's education.

Social implications

The social implications are that school board member professional development sends a message to students that continued adult learning is necessary in all walks of life for the USA to continue its leadership in the world.

Originality/value

School board members with the barest qualifications are elected to, in essence, run public schools. Little research has been done about the effects of school board member education on student achievement. This paper explores the voices of state directors in relation to professional development for school board members in US public school discourse and fills some of the gaps in the research.

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Article
Publication date: 1 April 1980

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All…

Abstract

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.

Details

Library Review, vol. 29 no. 4
Type: Research Article
ISSN: 0024-2535

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Book part
Publication date: 14 November 2018

Fergus McNeill

Abstract

Details

Pervasive Punishment
Type: Book
ISBN: 978-1-78756-466-4

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Article
Publication date: 1 February 2002

Pauline Allen, Bronwyn Croxson, Jennifer Roberts, Shirley Crawshaw, Kate Archibald and Lynda Taylor

This paper reports a national study which investigated the involvement of infection control professionals in (and their views about) the formal processes of contracting…

Abstract

This paper reports a national study which investigated the involvement of infection control professionals in (and their views about) the formal processes of contracting for health care in the NHS internal market. Health care professionals needed to be involved contracting, if it was to be effective. The study found that many infection control professionals were not, in fact, involved in contracting, while the importance of both contracts and informal professional networks were recognised. But respondents did not think that their professional networks entirely compensated for their lack of involvement in contracting. As formal agreements continue to be central to achieving quality of care in the post‐internal market NHS, infection control professionals need to be involved in specification and implementation of these arrangements.

Details

Journal of Management in Medicine, vol. 16 no. 1
Type: Research Article
ISSN: 0268-9235

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Article
Publication date: 5 August 2019

Leanne Glasser, Emily Young and Pauline Sameshima

The Supermodel Astronaut (SMA) Challenge began with a group of women in a graduate class who joined together to take the pledge “I Am Enough.” The goals of the pledge are…

Abstract

Purpose

The Supermodel Astronaut (SMA) Challenge began with a group of women in a graduate class who joined together to take the pledge “I Am Enough.” The goals of the pledge are to practice positive affirmative actions of self-acceptance, self-grace, self-improvement and positive encouragement of oneself and others. The paper aims to discuss this issue.

Design/methodology/approach

The SMA Challenge involves an online video pledge to encourage women and girls to demonstrate their opposition to the promotion of singular ideals of body perpetuated through media. Various individuals and groups have created music videos titled SMA to the soundtrack created by Ellen Tift (the originator of the project).

Findings

Here, framed by Daignault’s (1983) theories on curriculum construction, the authors critically reflect on their support of the idea of the video, but also their apprehension and insecurities in participating in the video production.

Originality/value

From reflections, writings and dialogic discussions, they determined five embodied frames of mind that supported them in traversing the liminal space of new learning: imagining the possible, learning in doing, settling in vulnerability, journeying through empowerment and heightening self-reflection.

Details

Qualitative Research Journal, vol. 19 no. 4
Type: Research Article
ISSN: 1443-9883

Keywords

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