bluuebunny/crossref_metadata_2025_split huggingface dataset:
Evaluating Complex, Collaborative Programmes: The Partnership Project as a Case Study
Authors: Pirkis Jane , Herrman Helen , Schweitzer Isaac , Yung Alison , Grigg Margaret , Burgess Philip 
Published: June 2007

Objective: In Australia, mental health services are delivered by a complex web of publicand private-sector providers. There is a growing recognition that linkages between these groups are not optimal, and a concern that this may lead to poor outcomes. This paper illustrates a conceptual framework for developing, implementing and evaluating programmes concerned with linkages. Method: Drawing on theoretical and practical literature, this paper identifies different levels of integration, issues in evaluating programmes to address poor linkages, and features of useful evaluations. Within this context, it describes the method by which the Public and Private Partnerships in Mental Health Project (Partnership Project) is being evaluated. Conducted by St Vincent's Mental Health Service and The Melbourne Clinic, this is one of several Demonstration Projects in Integrated Mental Health Care funded under the National Mental Health Strategy. Results: Collaboration is hard to conceptualize and collaborative programmes usually have many players and components, and tend to operate within already-complex systems. This creates difficulties for evaluation, in terms of what to measure, how to measure it, and how to interpret findings. In spite of these difficulties, the illustrative example demonstrates a model for evaluating collaborative programmes that is currently working well because it is strongly conceptualized, descriptive, comparative, constructively sceptical, positioned from the bottom up, and collaborative. Conclusions: This model, or aspects of it, could be extended to the evaluation of other mental health programmes and services that have collaborative elements.
Development of a Brief form of the Life Skills Profile: The LSP-20
Authors: Rosen Alan , Trauer Tom , Hadzi-Pavlovic Dusan , Parker Gordon 
Published: June 2007

Objective: To develop a brief form of the Life Skills Profile (LSP) that incorporates all five subscales of the full form. Method: A new short form of the LSP (LSP-20) was developed to incorporate all five subscales of the full form. The LSP-20 development was based on a reanalysis of data from previously published studies. These data sets were also reanalysed to determine any differential effects of numbers and percentages of items in the LSP-39, LSP-16 and LSP-20, comparability of scores of the different forms, of test–retest and interrater reliability, and validity of the LSP-20 by comparison with the Positive and Negative Syndrome Scale (PANSS). Results: A twenty-item short form of the LSP-39 (LSP-20) is described whichretains 16 items of an earlier short form but which also reproduces the subscale concerned with disability associated with positive psychotic phenomena. The subscales correlated highly with their counterparts in the full form, interrater and test–retest reliabilities were comparable, and concurrent validity was good. Conclusions: The LSP-20 is a brief form of a widely used instrument that offers equivalent coverage to the full form with sound empirical properties, though unlike the LSP-39, it can be scored in the direction of impairments or strengths. Therefore the LSP-20 may be more suited to routine service disability and aggregated outcome assessments, but less suited than the LSP-39 to detailed research, or to interactive use as part of service user's individual care planning and review.
Special Educational Needs: the relationship between teacher assessment, test scores and classroom behaviour
Authors: Moses Diana 
Published: June 2007

AbstractJunior school teachers' own assessments of pupils with special educational needs were compared with the children's performance on standardised tests. On the basis of test score and teacher opinion a selection of children was chosen for observation using a schedule designed specifically for this purpose. There would appear to be a pattern of pupil behaviour in the classroom that teachers tend to regard as more typical of the slow‐learning child, though not exclusive to him. Where there is a divergence between teacher assessment and standardised test scores this discrepancy may possibly be accounted for in terms of the ‘slow‐learner behaviour pattern’ influencing teacher opinion. Teachers do appear to be aware of the behaviour problems of quiet, withdrawn children and seem to make a clear distinction between behaviour that is problematic to the child and behaviour that creates a discipline problem for the teacher.
Meta‐analysis: an explication
Authors: Fitz‐Gibbon C. T. 
Published: June 2007

AbstractMeta‐analysis, as developed over the last few years by Glass and others, is a quantitative method for synthesising research results. Its use is illustrated here by means of examples ranging from irreproachable to dubious. Being simple to use and easily understood, meta‐analysis will undoubtedly become popular and this increasing use may well bring about some notable changes. The well‐controlled, small‐scale experiment is likely to become more important and better use will be made of many existing research reports, reports which can now be dusted off and incorporated into meta‐analyses. Because meta‐analysis focuses on how much difference something makes (the magnitude of an effect) and not on whether or not the difference was statistically significant at a pre‐specified level, its use encourages a more scientific approach to the interpretation of quantitative results. It also offers some hope that we might eventually have a clearer idea of the conditions under which research findings can be generalised. Progress in this direction will require mutual support between quantitative and qualitative research methods.
Elementary School Mathematics Productivity in Twelve Countries
Authors: Walberg Herbert J. , Harnisch Delwyn L. , Tsai Shiow‐ling 
Published: June 2007

AbstractThe mathematics achievement scores of 28,274 students in 1443 Australian, Belgian, English, Finish, French, German, Israeli, Japanese, Dutch, Scotch, Swedish, and U.S. elementary schools were correlated with, and regressed on socioe‐conomic status, highest math course taken, weekly hours of homework, interest in mathematics, and several other variables with both individuals and schools within each country as units of analysis. The results corroborate recent syntheses of small‐scale studies of productive factors in academic learning as well as regression analyses of large‐scale surveys. Among directly alterable variables, the amount and the quality or vigour of instruction including homework most strongly influence achievement.
Task‐setting in a Seminar: a theory‐of‐action perspective
Authors: Fleming W. G. , Rutherford R. J. D. 
Published: June 2007

AbstractThis paper reports, through a case study, an initial attempt to use the theory‐of‐action perspective of Argyris & Schon to analyse student/teacher task‐setting in a seminar. A brief outline is given of the theoretical concepts employed and a transcription from a video recording of part of an undergraduate seminar is then analysed using the theory‐of‐action concepts. The teacher's theory‐in‐use is predominantly Model 1. This is compared with a more impressionistic analysis of the video recording and with student responses to a questionnaire. These provide corroborative support for the theory‐of‐action analysis.
Home—School Communication by Means of Reading Cards
Authors: Hannon Peter , Weinberger Jo , Page Beryl , Jackson Angela 
Published: June 2007

AbstractDespite the acknowledged importance of the home in children's education, and increasing interest in parental involvement, there has been comparatively little research into home‐school communication. A method of written communication, developed to increase parental involvement in the teaching of reading in a primary school in a disadvantaged area, is described and evaluated. Parents were encouraged to hear their children read at home, and teachers and parents communicated with each other daily by means of reading cards carried by children between home and school with their reading books. The frequency of comments in the cards of 76 children over a three year period was investigated. A content analysis of a random sample of cards found that comments were concerned with procedures for hearing children read, the evaluation of children's performance, and teaching observations and methods. Teachers' and parents' views on the value of the cards are discussed. It is concluded that the method was valuable and that it has potential for further development.
Language and Literacy Relationships: some reflections
Authors: Raban Bridie 
Published: June 2007

AbstractThree explanations are explored for the lack of relationship between oral language development and reading ability. The first points to the inappropriate‐ness of the measures used in previous studies, the second explanation focuses on the differences between spoken and written language and the third dwells on the distinction between receptive and productive aspects of the two modes of language. Data are presented which provide evidence for all three sources of explanation, in particular drawing attention to the developmental aspects which cannot be ignored during the early stages of literacy development.
An Evaluation of the Effect of Style of Presentation on the Behaviour of Mature Students in a Seminar
Authors: Kniveton Bromley H. 
Published: June 2007

AbstractWith demographic changes predicted in the student population during the next few years the effects of different teaching styles on mature students merit attention. In the present study three different styles of seminar presentation were used with mature management students. These each took the form of a written presentation which was the basis for the subsequent seminar. In the first presentation no ideas as to the solution of a problem were offered. In the second brief presentation, a small number of ideas were offered, and in the third comprehensive presentation, more ideas were offered. It was found that a presentation increased the number of communication units—participants were basically more active in their discussion than when no ideas were given. However, brief presentations which left scope for students to incorporate their own ideas competitively were found to encourage negative expressive behaviour more than either of the other two styles of presentation. It is suggested that seminar styles which encourage competitive contributions may (by arousing more negative expressive behaviour) not be a suitable means of beginning a seminar series because group processes may, in the long run, be adversely influenced.
Correlates of Psychological Distress among Secondary School Teachers
Authors: Punch Keith F. , Tuettemann Elizabeth 
Published: June 2007

AbstractAmong 574 Western Australian secondary teachers the level of psychological distress was found to be twice that expected in the general population. Eight school‐related factors were found to be statistically related to stress as measured by the General Health Questionnaire, with relationships being stronger for female than for male teachers. Factors correlated with psychological distress were: perceived lack of efficacy/achievement, inadequate access to facilities, lack of collegial support, excessive societal expectations, lack of influence/autonomy, student misbehaviour and lack of praise/recognition. Differences between male and female teachers in both the pattern and the strength of the relationships suggest that teachers' responses to their working environment are sex‐related.
Attainment at Primary Schools: an analysis of variations between schools
Authors: Bondi Liz 
Published: June 2007

AbstractThis paper uses multi‐level modelling techniques to examine variations in the reading attainment of primary school children in a Scottish education authority. At the individual level, measures of attainment at ages 7 to 8 and 11 to 12 are linked to data on socio‐economic background. Differences between girls and boys decrease with age while socio‐economic effects increase with age. Controlling for the background characteristics of individuals, significant variations between primary schools are detected. These are of a magnitude similar to those observed among secondary schools. However, variations among primary schools do not appear to relate to socio‐economic composition, school size, school location or denominational status. The stability of effects associated with primary schools, and the cumulative effects of schools, require further investigation.
The Language of Consciousness and the Landscape of Action: tensions in teacher education*
Authors: Rudduck Jean 
Published: June 2007

AbstractThe recruitment crises which have buffeted the world of teacher education over the last few years have provided an opportunity for central policy‐makers to launch alternative structures and consider different patterns of responsibility. Within such a climate it is important that policy‐makers and others understand the distinctive contribution that higher education and schools make to both pre‐service and in‐service teacher education. The paper briefly reviews the situation and argues that teacher educators in universities and colleges do, and should, offer student teachers something different from what teachers alone can offer: a perspective that shapes consciousness in schools and classrooms and provides students with a variety of frameworks for making sense of what is happening. The development of a capacity for critical reflection should be supported by the development of competent and confident practice: these are complementary concerns which, in the present climate, are set in tension in a way that threatens the quality of experience that student teachers should expect in their period of preparation for a career in teaching.
Children's Language and Assessing Their Skill in Formulating Testable Hypotheses
Authors: Swatton Peter 
Published: June 2007

AbstractThe ability to formulate testable hypotheses' is now one of the assessment criteria for the recently established National Science Curriculum in England and Wales. This paper looks at this scientific process skill from two perspectives. Firstly, from a broad theoretical viewpoint, the nature and status of hypotheses in scientific reasoning are explored. Secondly, the responses of 11 year‐old schoolchildren to an instrument designed to assess this ability are discussed, with particular reference to the children's use of language. The final section of the paper draws out the most important implications for science education in this and other ‘process’ areas. The difficulties in judging, on the strength of written evidence alone, whether or not a child has demonstrated this skill are highlighted. In terms of pedagogy, the findings described in the paper strongly support the view that the formative aspects of assessment which can be fed back into teaching are most important, and that such evidence from teachers about the performance of individuals should exert a powerful moderating influence on the performance data generated by any external summative assessment system.
Careful Teaching: researching a special career
Authors: Corbett Jenny 
Published: June 2007

AbstractIn this paper I examine one specific stage of my career development, the period from 1977 to 1982, when I was teaching in a special care unit for young people with profound learning difficulties. Reflecting on what I learnt in this context, I discuss what constitutes ‘significant’ teaching and learning. In describing my own experience in a caring role, I evaluate what I gained from this as a teacher and researcher in higher education. As a female carer playing a role predominantly taken by women, I examine my own feelings in moving from a low‐status into a high‐status area of education.
Value‐added Attacks: technical issues in reporting national curriculum assessments
Authors: Wiliam Dylan 
Published: June 2007

AbstractIn 1987 the British government announced its intention to introduce a national curriculum for all students of compulsory school age, with formal assessments being carried out at the ages of seven, 11, 14 and 16, and reported on a common 10‐point scale. The assumptions underlying the 10‐point scale are examined, as is the way in which criterion‐referencing is embodied in the assessment system. Implications of such a model for reporting the attainment of whole cohorts of students are examined and different ways of operationalising the idea of ‘value‐added’ and their relative fairness are explored. Finally, implications about reporting and publishing aggregated school results are drawn for schools and local education authorities.
Absenteeism in Secondary Education
Authors: Bos K. Tj. , Ruijters A. M. , Visscher A. J. 
Published: June 2007

AbstractDespite the wide attention given to the problem of truancy, empirical data on the extent of this phenomenon are limited. This article reports on a research project concerning the extent of allowed and disallowed absenteeism of pupils in 36 schools in four large Dutch cities. Truancy was determined at eight levels (for instance per school, per class and per subject) during 3 school days and 8990 lessons. The results show that the extent of allowed absenteeism (4.7%) is on average higher than the extent of disallowed absenteeism (= truancy), that is 4.4%. The difference in the extent of truancy between schools is considerable. In schools with a division for lower vocational education more pupils play truant on average. This also holds for most of the older classes, Fridays, the first and the seventh to the tenth lesson and for job‐oriented and commercial subjects. Relatively low truancy percentages were found for subjects that are frequently considered ‘truancy subjects’. Most truants play truant for two lessons a day at most. On average 16% of a school's pupils play truant, though this percentage differs strongly between schools. Multiple regression analysis pointed out that the percentage of non‐Dutch pupils, together with the average class size account for 56% of the variance in truancy rate.
Parents' Views on Mixed and Single‐sex Secondary Schools
Authors: West Anne , Hunter Jan 
Published: June 2007

AbstractParents' attitudes towards single‐sex and mixed secondary schooling are examined in this paper. In two studies, statements about mixed and girls‐only schooling were read out to parents, who were asked whether or not they agreed with them. Parents were also asked if they knew why some parents preferred mixed schools for their sons. Few differences between the parents of girls and boys at primary schools emerged; at the secondary stage it was found that most parents who sent their daughters to girls‐only secondary schools felt that such schools allowed girls to gain more personal and academic self‐confidence. The responses of parents of girls and boys at mixed secondary schools to the statements about mixed schooling showed considerable agreement. However, those parents with sons at mixed schools were more likely than parents of girls to agree that the presence of girls had a ‘civilising’ influence on the boys. The comments relating to why parents might prefer a mixed rather than a boys‐only school for their sons indicated that the great majority of parents of both boys and girls felt that there were social advantages for boys being educated with girls. Methods to try to highlight educational rather than social issues in the context of choice of mixed and single‐sex schooling are discussed, together with some methodological implications for research examining issues relating to parental choice of secondary school.
What Role Do Governors Play as Representatives of Special Needs Issues in their Own Schools?
Authors: Baskind Sue , Thompson David 
Published: June 2007

ABSTRACTThis paper resulted from an MSc dissertation written to define the role special needs governors play as special needs representatives on their school's governing bodies. The problem addressed was to assess whether these individuals understood the system that binds them and how they functioned within it. This may be considered especially important since formula funding and local management of schools (LMS) directs governing bodies to manage resources and devise curriculum policies unique to their own individual schools. The study found no evidence to suggest that governors were reluctant members of the school management team. However, it is possible that they may be taking too many decisions affecting special educational needs (SEN) pupils' educational opportunities, with little knowledge of their statutory duties or of individual SEN pupils' needs to be effective. However, the discussion challenges the governors' perception of their role and suggests strategies to inform and support the whole governing body via informal contacts and external agencies in order to carry out their statutory special needs duties effectively.
Supporting the Comprehension of Tabulated Data
Authors: Newton Douglas P. 
Published: June 2007

AbstractThe detection of pattern and co‐variation in tabulated data is expected in many areas of the curriculum. While students familiar with the convention may be able to do this, it is often at an incomplete and imprecise level. A study of some 11‐12 year‐old students' comprehension of tabulated data showed that requiring them to predict table entries tended to increase the completeness and precision of their later descriptions of the situation described by the data. Given the satisfaction of certain preconditions, this could be a strategy which lends itself to application in the classroom. The study is discussed in the context of the mental model analogy and inferencing theory.
The Contribution of Action Research to Development in Social Endeavours: a position paper on action research methodology
Authors: Somekh Bridget 
Published: June 2007

AbstractIn this invited paper, presented at the 1994 BERA conference, the author reviews key ideas arising from her own practice of action research and that of close colleagues over the past fifteen years, in particular John Elliott. The paper is divided into two parts. The first describes and comments upon the main characteristics of action research as perceived by this group; the second deals in rather more depth with a range of methodological and epistemological issues related to its practice. The latter include: the role of action research in teacher education and curriculum development; the context‐sensitive nature of action research and the resulting variations in its methodology in professional settings such as nursing, the police and commercial companies; the role of self in action research; the nature of practitioner knowledge; action research and writing; and action research and the structure‐agency debate.
Children Learning to Read — exploring home and school relationships
Authors: Cuckle Pat 
Published: June 2007

AbstractIt has long been accepted that parents can help their children with learning to read in a variety of ways before children start school and as early readers. A recent study explored parental involvement, including parents’ knowledge of and beliefs about reading processes, their reasons for helping, parents’ perceptions of their roles and the relationship between home and school. The research suggested that although the parents studied were competent helpers, they lacked confidence and would have liked more advice from the schools. Their roles tended to change from the preschool period to the early years of schooling, and they helped for differing reasons related to a particular ‘micro‐culture’ in the home.