title: Precision Teaching: Fast Practice or Merely More Practice Results in Better Learning?

authors: Kong, Xiuyan

subjects: precision teaching

abstract: Doughty, Chase and O'Shields (2004) reviewed the Precision Teaching literature which they point out claimed that Precision Teaching is superior in producing learning outcomes and they posed concerns about the lack of well designed research to support these claims. One issue of concern was in much of the research Precision Teaching involved more practice than the teaching method to which it was compared. This present research aimed to compare the effects of fast practice and slow practice on learning three sets of 20 statistics definitions by tertiary students using a within-subject design. Following Doughty et al.'s (2004) suggestions, the amount of practice of the three sets of definitions was matched. All three sets were learned to some degree of accuracy before practice started. One set was practiced fast and another set was practices slowly and accurately over the same time period and until the fast practice set met a rate aim of 30 correct per min, the third set was practiced slowly and accurately for the same number of trials after this.  There were non-timed tests of all sets of definitions prior to the start of any practice, after the rate aim was achieved, after the second slow practice finished and four weeks later. The amount of feedback for fast practice and the first slow and accurate practice was matched, but less feedback was provided for the second slow practice set.  Three of the initial eight participants completed all experimental conditions. Results showed that response latencies to complete a response became shorted with both types of practice over practice but were shorter for the fast practiced items than for the slowly practiced items during the practice periods. The tests showed that accuracy was high after the extended practice and after four weeks no practice, regardless the method of practiced. The types and amount of feedback did not appear to have any effect on the learning outcome. Limitations that prevented a firm conclusion were discussed.

text: Precision Teaching: Fast Practice or Merely More Practice Results in Better Learning? Doughty, Chase and O'Shields (2004) reviewed the Precision Teaching literature which they point out claimed that Precision Teaching is superior in producing learning outcomes and they posed concerns about the lack of well designed research to support these claims. One issue of concern was in much of the research Precision Teaching involved more practice than the teaching method to which it was compared. This present research aimed to compare the effects of fast practice and slow practice on learning three sets of 20 statistics definitions by tertiary students using a within-subject design. Following Doughty et al.'s (2004) suggestions, the amount of practice of the three sets of definitions was matched. All three sets were learned to some degree of accuracy before practice started. One set was practiced fast and another set was practices slowly and accurately over the same time period and until the fast practice set met a rate aim of 30 correct per min, the third set was practiced slowly and accurately for the same number of trials after this.  There were non-timed tests of all sets of definitions prior to the start of any practice, after the rate aim was achieved, after the second slow practice finished and four weeks later. The amount of feedback for fast practice and the first slow and accurate practice was matched, but less feedback was provided for the second slow practice set.  Three of the initial eight participants completed all experimental conditions. Results showed that response latencies to complete a response became shorted with both types of practice over practice but were shorter for the fast practiced items than for the slowly practiced items during the practice periods. The tests showed that accuracy was high after the extended practice and after four weeks no practice, regardless the method of practiced. The types and amount of feedback did not appear to have any effect on the learning outcome. Limitations that prevented a firm conclusion were discussed.

year: 2009

title: 'The way we do things around here': A consideration of processes by which mathematics Heads of Faculty develop effective culture within their departments

authors: Brassington, Lyn Maree

subjects: Organisational culture

abstract: There is a new era in education leadership.  While it is difficult to mark its exact beginning, it is clear that there is a movement away from mechanistic towards cultural education leadership.  It is characterised by an emerging understanding of more holistic leadership approaches focusing on mastering change instead of control, individual development rather than assurance, and innovation more than standards (Ehlers, 2009).  In essence it is the development of an organisational culture based on shared values, necessary competencies and new professionalism.

The importance of organisational culture is a long established idea; great business leaders have known of it for years.  The culture of an organisation is like its personality and an informal understanding of ‘the way we do things around here’.  It is a generalising and grouping together of the shared understandings of the way things are done, how people within it organise and interact.  Many school leaders spend considerable time building cohesive school cultures (Deal & Kennedy, 1983).  This study looks at the level of the Head of Faculty, (hence forth referred to as Head of Department as it is the most recognised term within the teaching field); specifically at how mathematics department leaders develop effective culture within their departments.  Heads of Department are in a position to build inspiring workplace cultures that will create an atmosphere of high-performance, innovation, collaboration, and opportunity.  

To provide a framework from which to view the research a comprehensive literature review of the concepts of organisational culture, subcultures developed through secondary school  departments and secondary school department leadership practices and processes was conducted.  Thereafter, a small-scale qualitative study was undertaken using a semi-structured interview process to gather data from five mathematics Heads of Department, focusing on their experiences related to organisational culture.  Themes that emerged from the data first centred on observable behaviour and artifacts which were initial department design, physical environment, leadership structure, and style.  The second set of themes looked at shared values, rules, and behavioural norms which were building a shared philosophy and vision; anxiety and conflict; and critical self-reflection.  The third set of themes covered basic underlying assumptions and they were communication, being centred on learners, and building a climate of trust.

text: 'The way we do things around here': A consideration of processes by which mathematics Heads of Faculty develop effective culture within their departments There is a new era in education leadership.  While it is difficult to mark its exact beginning, it is clear that there is a movement away from mechanistic towards cultural education leadership.  It is characterised by an emerging understanding of more holistic leadership approaches focusing on mastering change instead of control, individual development rather than assurance, and innovation more than standards (Ehlers, 2009).  In essence it is the development of an organisational culture based on shared values, necessary competencies and new professionalism.

The importance of organisational culture is a long established idea; great business leaders have known of it for years.  The culture of an organisation is like its personality and an informal understanding of ‘the way we do things around here’.  It is a generalising and grouping together of the shared understandings of the way things are done, how people within it organise and interact.  Many school leaders spend considerable time building cohesive school cultures (Deal & Kennedy, 1983).  This study looks at the level of the Head of Faculty, (hence forth referred to as Head of Department as it is the most recognised term within the teaching field); specifically at how mathematics department leaders develop effective culture within their departments.  Heads of Department are in a position to build inspiring workplace cultures that will create an atmosphere of high-performance, innovation, collaboration, and opportunity.  

To provide a framework from which to view the research a comprehensive literature review of the concepts of organisational culture, subcultures developed through secondary school  departments and secondary school department leadership practices and processes was conducted.  Thereafter, a small-scale qualitative study was undertaken using a semi-structured interview process to gather data from five mathematics Heads of Department, focusing on their experiences related to organisational culture.  Themes that emerged from the data first centred on observable behaviour and artifacts which were initial department design, physical environment, leadership structure, and style.  The second set of themes looked at shared values, rules, and behavioural norms which were building a shared philosophy and vision; anxiety and conflict; and critical self-reflection.  The third set of themes covered basic underlying assumptions and they were communication, being centred on learners, and building a climate of trust.

year: 2012

title: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand

authors: Toki, Valmaine

abstract: The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

text: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

year: 2017