scholarly journals Informing one-to-one computing in primary schools: Student use of netbooks

2011 ◽  
Vol 27 (3) ◽  
Author(s):  
Kevin Larkin ◽  
Glenn Finger
Keyword(s):  
Primary Schools ◽  
Computer Usage ◽  
Evidence Based ◽  
Policy And Practice ◽  
Laptop Programs ◽  
Individual Teacher ◽  
One To One ◽  
Student Ratios ◽  
Minimal Research ◽  
Actual Computer

<blockquote>Although one-to-one laptop programs are being introduced in many schools, minimal research has been conducted regarding their effectiveness in primary schools. Evidence-based research is needed to inform significant funding, deployment and student use of computers. This article analyses key findings from a study conducted in four Year 7 classrooms in which students were provided with netbook computers as an alternative to more expensive laptop computers. Variable access was provided to students including computer to student ratios of one-to-one and one-to-two. Findings indicated that increased access to the netbook computers resulted in increases in computer usage by these students, compared with their minimal use of computers before the study. However, despite the increased access, actual computer usage remained limited. The article reports that factors contributing to the minimal use of computers included individual teacher agency, a crowded curriculum, and the historical use of computers. Implications for policy and practice are suggested.</blockquote><p> </p>

Against evidence-based oppression: Marginalized youth and the politics of risk-based assessment and intervention

2016 ◽  
Vol 21 (2) ◽  
pp. 151-167 ◽  
Author(s):  
Tim Goddard ◽  
Randolph R Myers
Keyword(s):  
Lived Experience ◽  
Evidence Based ◽  
Marginalized Youth ◽  
Youth Justice ◽  
Policy And Practice ◽  
Individual Level ◽  
Needs Assessments ◽  
Actuarial Risk ◽  
The Individual ◽  
Causes Of Crime

Actuarial risk/needs assessments exert a formidable influence over the policy and practice of youth offender intervention. Risk-prediction instruments and the programming they inspire are thought not only to link scholarship to practice, but are deemed evidence-based. However, risk-based assessments and programs display a number of troubling characteristics: they reduce the lived experience of racialized inequality into an elevated risk score; they prioritize a very limited set of hyper-individualistic interventions, at the expense of others; and they privilege narrow individual-level outcomes as proof of overall success. As currently practiced, actuarial youth justice replicates earlier interventions that ask young people to navigate structural causes of crime at the individual level, while laundering various racialized inequalities at the root of violence and criminalization. This iteration of actuarial youth justice is not inevitable, and we discuss alternatives to actuarial youth justice as currently practiced.

Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs

2014 ◽  
Vol 47 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Mark Warschauer ◽  
Binbin Zheng ◽  
Melissa Niiya ◽  
Shelia Cotten ◽  
George Farkas
Keyword(s):  
Laptop Programs ◽  
Equity And Access ◽  
One To One ◽  
The One

Is it only ‘What works’ that ‘Counts’ in New Knowledge Economies? Evidence-based Practice, Educational Research and Teacher Education in Australia

2002 ◽  
Vol 1 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Education Policy ◽  
Educational Research ◽  
Research Policy ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nation States ◽  
New Knowledge ◽  
Knowledge Economies ◽  
Key Issues ◽  
Research In Education

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

scholarly journals Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

10.2196/14816 ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. e14816
Author(s):  
Bo Wang ◽  
Lynette Deveaux ◽  
Sonja Lunn ◽  
Veronica Dinaj-Koci ◽  
Samiran Ghosh ◽  
...  
Keyword(s):  
At Risk ◽  
Hiv Prevention ◽  
Primary Schools ◽  
Implementation Strategies ◽  
Implementation Fidelity ◽  
Prevention Programs ◽  
Evidence Based ◽  
School Based ◽  
National Implementation ◽  
Over Time

Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

scholarly journals Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools

2017 ◽  
Vol 2 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Eugene Mckendry
Keyword(s):  
Northern Ireland ◽  
Language Learning ◽  
Primary Schools ◽  
Large Scale ◽  
Community Relations ◽  
Economic Downturn ◽  
The European Union ◽  
Policy And Practice ◽  
Cultural Traditions ◽  
Accession Countries

Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.

Adolescent violence towards parents—Prevalence and characteristics using Australian Police Data

2018 ◽  
Vol 52 (2) ◽  
pp. 231-249 ◽  
Author(s):  
Lauren Moulds ◽  
Andrew Day ◽  
Richelle Mayshak ◽  
Helen Mildred ◽  
Peter Miller
Keyword(s):  
Family Violence ◽  
Prevalence Rates ◽  
Parent Child Relationship ◽  
Unique Form ◽  
Policy And Practice ◽  
Adolescent Violence ◽  
Child Relationship ◽  
Police Data ◽  
Police Personnel ◽  
Minimal Research

Adolescent violence toward parents is a unique form of family violence which for many, including police personnel, challenges traditional views of parent–child relationship, and raises questions about victimization. There has been minimal research in Australia to date in this area, and knowledge about both prevalence rates and the characteristics of offenders and victims remains limited. This exploratory study utilized police data from four Australian States to document prevalence rates of reported offenses to police, and the characteristics of adolescent violence toward parents in Australia. Between 1% and 7% of family violence reported to the police is adolescent violence toward parents. The “typical” perpetrator is a 15- to 17-year-old Caucasian young man who is generally violent toward his mother. Findings are limited by the differing police practice and policy variations between States, including the use of police discretion, leaving several questions open for further investigation. In conclusion, there is a need for change in policy and practice with regards how best to assess and respond to adolescent violence toward parents.

What does it Take to Scale up and Sustain Evidence-Based Practices?

2013 ◽  
Vol 79 (2) ◽  
pp. 195-211 ◽  
Author(s):  
Janette K. Klingner ◽  
Alison G. Boardman ◽  
Kristen L. Mcmaster
Keyword(s):  
Research Policy ◽  
Scale Up ◽  
Scaling Up ◽  
District Leadership ◽  
Small Scale ◽  
Evidence Based ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

This article discusses the strategic scaling up of evidence-based practices. The authors draw from the scholarly work of fellow special education researchers and from the field of learning sciences. The article defines scaling up as the process by which researchers or educators initially implement interventions on a small scale, validate them, and then implement them more widely in real-world conditions. Examples of scale-up research are included. The authors discuss challenges to scaling up and sustaining evidence-based practices, followed by factors that can potentially support scaling up, including professional development and district leadership. A case example describes how these issues can play out by highlighting experiences with a Collaborative Strategic Reading (CSR) scale-up research project in a large urban school district. The article concludes by offering recommendations for research, policy, and practice.

Beyond evidence-based policy and practice

2013 ◽  
Vol 16 (2) ◽  
pp. 20-36
Author(s):  
Mike Fisher
Keyword(s):  
North America ◽  
Practice Research ◽  
Evidence Based ◽  
Policy And Practice ◽  
Research And Practice ◽  
Social Work Research ◽  
Recent Developments ◽  
The Uk ◽  
The Impact ◽  
The Relationship

This paper concerns the impact of social work research, particularly on practice and practitioners. It explores the politics of research and how this affects practice, the way that university-based research understands practice, and some recent developments in establishing practice research as an integral and permanent part of the research landscape. While focusing on implications for the UK, it draws on developments in research across Europe, North America and Australasia to explore how we can improve the relationship between research and practice.

Sign in / Sign up

Export Citation Format

Share Document