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Article
Publication date: 12 April 2008

Gary Ritter and Rebecca Maynard

Academically focused tutoring programmes for young children have been promoted widely in the US in various forms as promising strategies for improving academic performance…

127

Abstract

Academically focused tutoring programmes for young children have been promoted widely in the US in various forms as promising strategies for improving academic performance, particularly in reading and mathematics. A body of evidence shows the benefits of tutoring provided by certified, paid professionals; however, the evidence is less clear for tutoring programmes staffed by adult volunteers or college students. In this article, we describe a relatively large‐scale university‐based programme that creates tutoring partnerships between college‐aged volunteers and students from surrounding elementary schools. We used a randomised trial to evaluate the effectiveness of this programme for 196 students from 11 elementary schools over one school year, focusing on academic grades and standardised test scores, confidence in academic ability, motivation and school attendance. We discuss the null findings in order to inform the conditions under which student support programmes can be successful.

Details

Journal of Children's Services, vol. 3 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 12 April 2008

Gary Ritter and Marc Holley

The use of random assignment can be effective and appropriate in the evaluation of programmes that serve children in schools. Because random assignment creates pre‐treatment…

123

Abstract

The use of random assignment can be effective and appropriate in the evaluation of programmes that serve children in schools. Because random assignment creates pre‐treatment equality between treatment and control groups, this methodology is particularly effective for understanding the impact of an intervention. Contemporary research on educational experiments has tended to focus on programme results rather than on their origin or implementation. While programme results are important, they provide little guidance to those interested in designing and implementing programme evaluations that use random assignment. This article shares the practical lessons learned from three educational experiments with researchers and practitioners interested in pursuing evaluations that use random assignment.

Details

Journal of Children's Services, vol. 3 no. 2
Type: Research Article
ISSN: 1746-6660

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Article
Publication date: 1 July 2003

Audhesh K. Paswan and Gopala Ganesh

Services are inherently intangible, and high on experience as well as credence quality. To promote services effectively, a service provider must go beyond mere creation of…

1582

Abstract

Services are inherently intangible, and high on experience as well as credence quality. To promote services effectively, a service provider must go beyond mere creation of awareness. There is a need to induce trial so that consumers are able to assess the experience and credence qualities. In addition, the notion of timing in the consumption process also plays a key role, i.e. pertinent information about the service at the appropriate time. These issues are empirically investigated in a higher educational setting, with a focus on learning augmentation services. The results indicate that although consumer interest increases with awareness, the increase in interest is even higher when awareness is coupled with trial. This study also indicates that interest in a service is a function of timing in the overall service consumption cycle. Finally, interest in service items offered is positively associated with the overall interest in the service provider. Promotion planners and brand managers need to take these into account for an efficient and effective promotional plan.

Details

Journal of Services Marketing, vol. 17 no. 4
Type: Research Article
ISSN: 0887-6045

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Article
Publication date: 12 April 2008

Nick Axford, Louise Morpeth, Michael Little and Vashti Berry

Randomised controlled trials (RCTs) are acknowledged to provide the most reliable estimate of programme effectiveness, yet relatively few are undertaken in children's services…

Abstract

Randomised controlled trials (RCTs) are acknowledged to provide the most reliable estimate of programme effectiveness, yet relatively few are undertaken in children's services. Consequently, there are few models with a demonstrated impact on child well‐being, leading to a concern not only that services may frequently be ineffective but also that some may be harmful. This article considers how this state of affairs has come into being and discusses potential remedies for improving both the knowledge base and the quality of interventions. It focuses on ‘operating systems’ that link prevention science and community engagement and so help communities, agencies and local authorities to choose effective prevention, early intervention and treatment models. Specifically, it describes an attempt in Ireland to implement a robust programme of research into children's health and development, to rigorously design new services, evaluate their impact to the highest standard (using RCTs)and integrate the results into the policy process. Based on the authors' extensive first‐hand experience of supporting the work, and the advice of international experts, the article reflects critically on the unforeseen challenges and offers lessons for others starting a similar enterprise.

Details

Journal of Children's Services, vol. 3 no. 2
Type: Research Article
ISSN: 1746-6660

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Article
Publication date: 1 February 1996

L. David Weller

Argues that the quest for quality is international in scope, with many nations adopting the total quality management (TQM) principles as a way of achieving educational reform…

1621

Abstract

Argues that the quest for quality is international in scope, with many nations adopting the total quality management (TQM) principles as a way of achieving educational reform. Early indicators of TQM’s success are increases in student achievement, student self‐concept and teacher morale. However, quality programmes are not free and the concept of accountability is ever‐present in the minds of stakeholders who demand positive returns on their investments. Without a means to demonstrate successful returns on quality investments, public support and confidence in the schools may drastically decrease and TQM may be perceived as too expensive for public support. For those implementing TQM, the question is: how do I demonstrate the return on quality investments? The answer lies in measurement. This involves assessing customer need and expectations; producing quality outputs which meet or exceed customer satisfaction, and then documenting these returns by directly linking quality education outputs with the inputs of time, money, and effort.

Details

International Journal of Educational Management, vol. 10 no. 1
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 13 November 2019

Megan Adams and Sanjuana Rodriguez

Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education…

Abstract

Purpose

Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space.

Design/methodology/approach

This is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study.

Findings

The framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates.

Research limitations/implications

The need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016).

Originality/value

The questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).

Details

Journal for Multicultural Education, vol. 13 no. 4
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 1 January 2009

Sherri Sheinfeld Gorin and Patrick McAuliffe

The aims of this paper are to: briefly review the long‐term or late effects of cancer diagnosis and treatment on children and youth; examine the implications of these effects on…

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Abstract

Purpose

The aims of this paper are to: briefly review the long‐term or late effects of cancer diagnosis and treatment on children and youth; examine the implications of these effects on the educational needs of the child or youth; explore the implications of childhood cancer survivorship on the school, particularly for female students. Over the last 25 years, treatments for childhood cancers have increased survival rates by 45 per cent, to nearly 77 per cent. It is estimated that one in 900 people aged 15‐44 years in the USA is a childhood cancer survivor; 80 per cent of children diagnosed with cancer in 1990 will survive into adulthood.

Design/methodology/approach

A comprehensive literature review of studies relevant to female childhood cancer survivorship and education over the past ten years was conducted, having been collected through searches of MEDLINE, CINAHL, PSYCINFO, and EMBASE.

Findings

Long‐term and late effects of cancer have been observed in neurocognition, cardiopulmonary symptoms, second cancers, reproductive organs, and hearing loss. Other health effects, such as impaired growth, osteopenia, hepatitis C infection, oral and dental malformations, and behavioral risk factors such as fatigue, obesity, and smoking have also been reported among childhood cancer survivors. These longer‐term treatment sequelae, particularly on neurological systems, have implications for changed student educational needs, including the provision of specialized instruction, classroom adaptations, as well as ancillary health services.

Research limitations/implications

Based on the ecologic model, a research agenda is proposed for better integrating the increasing numbers of childhood cancer survivors into the educational environment.

Practical implications

Practical interventions for survivors who are experiencing difficulties in school are listed.

Originality/value

To the best of one's knowledge, this is the first comprehensive review on the implications of childhood cancer survivors in schools.

Details

Health Education, vol. 109 no. 1
Type: Research Article
ISSN: 0965-4283

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Article
Publication date: 5 September 2016

Carole Thelwall-Jones and Sue Stockdale

Most grass-roots rugby clubs in England are small businesses, which are mostly led by volunteers. The Leadership Academy developed by the Rugby Football Union (RFU) has sought to…

Abstract

Purpose

Most grass-roots rugby clubs in England are small businesses, which are mostly led by volunteers. The Leadership Academy developed by the Rugby Football Union (RFU) has sought to improve the effectiveness of these leaders for the past ten years. The aim was to make clubs more effective and sustainable, so they could gain maximum benefit from public interest in rugby following the Rugby World Cup. The purpose of this paper is to document the evolution of this unique training programme with emphasis on three key improvements that were identified during this ten-year period: content progression, tutor development and mentor investment.

Design/methodology/approach

Every year since the Leadership Academy programme began in 2005, feedback has been sought from the candidates through written evaluations to identify improvements to the programme. These improvements are then implemented for the following season. A formal external programme evaluation has also been carried out, as well as observations from the RFU programme sponsor – RFU Club Management and Governance Manager. All of these inputs are analysed to assess the effectiveness of the Leadership Academy in developing community rugby club leaders.

Findings

The results showed that the continual improvement of the Leadership Academy enhanced the experience of the candidates who attended in subsequent years. Leaders gained strategic insights, built stronger local relationships, and improved confidence levels.

Practical implications

The implications of these findings are relevant for others who design and deliver training programmes. The use of reflection and a continuous improvement cycle should play a role in all long-term training programmes so that learning can be applied to continually enhance the programme for future candidates.

Originality/value

The findings from this paper provide useful input for any other organisations that has a volunteer workforce or sports governing bodies that want to implement a leadership programme over a number of years to improve the effectiveness of their current or future leaders.

Details

Industrial and Commercial Training, vol. 48 no. 7
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 1 February 1997

John Potter

Explores the origins, value, impact and likely development of student tutoring in the UK, whereby students from universities and colleges volunteer to work alongside teachers for…

1005

Abstract

Explores the origins, value, impact and likely development of student tutoring in the UK, whereby students from universities and colleges volunteer to work alongside teachers for an afternoon a week over a period of at least ten weeks, helping pupils with their studies, raising their aspirations and encouraging them to go on to further and higher education. Notes a dramatic expansion of this programme in recent years, involving more than 180 institutions of higher and further education. Highlights how CSV Learning Together, following the initiative of BP, has established a nationwide team of development workers to implement the movement nationwide. Confirms, from initial research, the value of the initiative to both pupils and their student tutors. Foresees that the new directions in student tutoring will spread the work increasingly in further education and encourage schools to cascade peer‐supported learning among their own pupils.

Details

Education + Training, vol. 39 no. 1
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 February 1994

John Hughes

Suggests that student tutoring may provide a partial solution to thehigh attrition rate in education plus training for 16‐18‐year‐olds inBritain. Focuses on the Pimlico Connection…

607

Abstract

Suggests that student tutoring may provide a partial solution to the high attrition rate in education plus training for 16‐18‐year‐olds in Britain. Focuses on the Pimlico Connection – a student tutoring scheme initiated by Imperial College, London in 1975 – in which students act as volunteer tutors in local primary and secondary schools. Evaluates the scheme, in which 1,300 volunteer students assisted nearly 15,000 school pupils, and concludes that, with appropriate commercial backing, effective management and willing participants, student tutoring has great potential for raising schoolchildren′s aspirations.

Details

Education + Training, vol. 36 no. 1
Type: Research Article
ISSN: 0040-0912

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