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Sosiaalityön laatu ja vaikuttavuus: tutkijasosiaalityöntekijöiden vertaisreflektointikeskustelut 2024-2025
No full textAineisto koostuu kolmesta vertaisreflektiokeskusteluiden litteraatioista. Aineisto on kerätty SULAVA-hankkeen käytäntötutkimusosiossa osana vuoden mittaista sosiaalityön uramallikokeilua (2024-2025), joka toteutettiin Sisä-Suomen yhteistyöalueella lapsiperheiden, työikäisten ja ikääntyneiden palveluissa. Haastateltavina olivat kolme uramallikokeiluun hakenutta ja siihen valituksi tullutta sosiaalityöntekijää Sisä-Suomen yhteistyöalueelta. Haastattelut toteutettiin ohjeistetun keskusteluteemarungon pohjalta. Keskustelun teemoina olivat muun muassa oma rooli tutkijasosiaalityöntekijänä, käytäntötutkimuksen asemoituminen omaan asiakastyöhön ja sen kiinnittyminen osaksi työyhteisön työtoimintaa. Lisäksi keskusteluissa reflektoitiin omaa tutkimus- ja vaikuttavuusosaamista uramallikokeilun aikana. Taustatietoina aineistossa ovat haastateltavien sukupuoli ja tehtävänimike. Haastateltavien työkokemus vaihteli 8-18 vuoden välillä.The data consists of three transcripts of peer reflection discussions. It was collected as part of the SULAVA project's practice research section, as part of a year-long social work career model trial (2024-2025), which was implemented in the Inland Finland collaborative area in services for families with children, working-age adults, and older people. The interviewees were three social workers from the Inland Finland collaborative area who had applied for and been selected for the career model trial. The interviews were conducted using a guided discussion framework. The discussion themes included, among others, the interviewees' own role as a research social worker, the positioning of practice-based research in their client work, and its integration into the activities of the work community. In addition, the discussions reflected on their own research and effectiveness expertise during the career model trial. The background information included the interviewees' gender and job title. The interviewees' work experience ranged from 8 to 18 years
TraCiSS: School Teachers Survey-2025, mixed-country
No full textThe research project “Transversal Competences Assessment in Secondary Schools: An International Comparison of Teachers’ Attitudes and Teaching Practices” (TraCiSS) results from a collaboration between researchers at the University of Bern (ICER) and the St.Gallen University of Teacher Education (Institute of Educational Psychology) to explore shared research questions on assessing transversal competences in secondary schools. By combining resources and sharing knowledge and experience, we aim to improve the efficiency of our research and broaden its geographical reach through an international survey. The primary objective of the TraCiSS study is to compare teachers' teaching practices regarding the assessment of transversal skills across different countries. We focus on the following questions: 1. Future-oriented importance: How do teachers in the countries studied assess the importance of specific transversal competences for the future lives of their students in society? 2. Current teaching practice: Which transversal competences are currently promoted and assessed in the classroom by teachers in the countries studied? What methods are used? 3. Needs analysis: What needs do teachers in the countries studied have regarding the promotion and assessment of transversal competences? 4. International comparison: What country-specific differences and similarities can be recognized concerning future requirements, current teaching practices, and the needs of teachers? To answer these questions, the research team conducted a comprehensive online survey of school teachers in Switzerland and Ukraine, as well as the network of international partner schools of the Goethe-Institut’s exchange program 'SCHULWÄRTS!'. The study focuses on school-based assessment of transversal competences identified in all fields of activity and subject areas. In the countries where teachers are surveyed as part of the TraCiSS study, different terms are used for these competences in official educational documents, including "überfachliche Kompetenzen", “cross-cutting skills” and "transversal competences". As partners in the TraCiSS project, we have therefore agreed to use the internationally recognized term "transversal competences" in our study following the ESCO-Definition (European Skills, Competences, Qualifications, and Occupations): learned and proven abilities that are commonly seen as necessary or valuable for effective action in virtually any kind of work, learning, or life activity (are not exclusively related to any particular context). The term “transversal competences” is used in all the joint project documents and publications. The term used in the teacher survey questionnaire was appropriate for the sample (country), providing a short common explanation to ensure respondents understand it similarly
TraCiSS: School Teachers Survey-2025, Canton of St.Gallen, Switzerland
No full textThe research project “Transversal Competences Assessment in Secondary Schools: An International Comparison of Teachers’ Attitudes and Teaching Practices” (TraCiSS) results from a collaboration between researchers at the University of Bern (ICER) and the St.Gallen University of Teacher Education (Institute of Educational Psychology) to explore shared research questions on assessing transversal competences in secondary schools. By combining resources and sharing knowledge and experience, we aim to improve the efficiency of our research and broaden its geographical reach through an international survey. The primary objective of the TraCiSS study is to compare teachers' teaching practices regarding the assessment of transversal skills across different countries. We focus on the following questions: 1. Future-oriented importance: How do teachers in the countries studied assess the importance of specific transversal competences for the future lives of their students in society? 2. Current teaching practice: Which transversal competences are currently promoted and assessed in the classroom by teachers in the countries studied? What methods are used? 3. Needs analysis: What needs do teachers in the countries studied have regarding the promotion and assessment of transversal competences? 4. International comparison: What country-specific differences and similarities can be recognized concerning future requirements, current teaching practices, and the needs of teachers? To answer these questions, the research team conducted a comprehensive online survey of school teachers in Switzerland and Ukraine, as well as the network of international partner schools of the Goethe-Institut’s exchange program 'SCHULWÄRTS!'. The study focuses on school-based assessment of transversal competences identified in all fields of activity and subject areas. In the countries where teachers are surveyed as part of the TraCiSS study, different terms are used for these competences in official educational documents, including "überfachliche Kompetenzen", “cross-cutting skills” and "transversal competences". As partners in the TraCiSS project, we have therefore agreed to use the internationally recognized term "transversal competences" in our study following the ESCO-Definition (European Skills, Competences, Qualifications, and Occupations): learned and proven abilities that are commonly seen as necessary or valuable for effective action in virtually any kind of work, learning, or life activity (are not exclusively related to any particular context). The term “transversal competences” is used in all the joint project documents and publications. The term used in the teacher survey questionnaire was appropriate for the sample (country), providing a short common explanation to ensure respondents understand it similarly
Parents’ information needs in relation to adolescent self-harm, 2022
No full textThe main aim of this research was to explore the information needs of parents supporting an adolescent who has engaged in self-harm. The research also aimed to gain a better understanding of parental preferences for accessing this information (e.g. online, via SMS message, leaflets). The study used a cross-sectional quantitative design and data was collected online via Qualtrics. Survey items were generated from a rapid review of previous research on the information needs of parents of adolescents who self-harm. Participants were recruited via social media. The data set includes parents’ (N=128; 115 female) ratings of the importance of 37 information topics derived from the rapid review of the literature. All participating parents indicated that they had personal experience of supporting an adolescent who self-harmed. In addition to ratings of each of the information topics, parents rated the ways in which they would like to access the data (e.g. online v leaflets) and who they would trust to provide the information (e.g. MH professionals, health services). The dataset also includes demographic details from each participant in relation to themselves and their adolescent as well as their responses to the Parental Attitudes Toward Psychological Services Inventory (PATPSI). The survey also included detailed demographic questions, capturing information both about the participants and their adolescents
Labour Force Survey (LFS), 2018
No full textThe Labour Force Survey (LFS) is a large-scale, nationwide survey of households in Ireland conducted by the Central Statistics Office. It is designed to produce quarterly labour force estimates that include the official measure of employment and unemployment in the state (ILO basis). This survey replaced the Quarterly National Household Survey (QNHS) from Q3 2017. The QNHS began in September 1997, replacing the annual April Labour Force Survey (LFS). Each quarter the LFS produces data among others on: Numbers unemployed Persons in employment Labour force participation rates Inactive population (not in the labour force) Sectoral breakdown (Nace Rev. 2) of those in employment Breakdown of headline data by age, sex and region Persons in employment classified by occupation Seasonally adjusted headline series Data on family compositio
Planet Youth Survey: Galway, Mayo, Roscommon 2022
No full textThe Planet Youth study administers a lifestyle questionnaire to 15–16-year-olds in the target community. In this instance the target community was all 91 of the post primary schools, and Youthreach Centres, in Galway, Mayo and Roscommon. Major topics covered in the questionnaire include substance use, peer factors, family factors, school experience, leisure activities, internet and screen use, self-reported physical and mental health, sleep, bullying, adverse life experiences. The purpose of the study is to examine the risk and protective factors in the lives and social environment of young people and to generate the data that will inform the development of community-based interventions to address same. Interventions developed are in the four domains of: Parents and Family School Leisure time and local community Peer group </ol
Lived Lives I : A Rural Perspective; Lived Lives II : A Psychiatric Hospital Perspective, 2020
No full textThe purpose of the study was to address stigma, and to bring new knowledge and understanding around suicide, by manifesting the Lived Lives project in communities. The Lived Lives project consists of (i) quantitative and qualitative interviews with 104 families who have been bereaved by suicide (ii) an art archive created from personal donations of 62 of the 104 suicide-bereaved families about their lost loved one. From these donations, the artist created a series of art-works – the Lived Lives artworks, which were introduced privately to the donor families (and documented), who then made a collective decision to bring these to the public. Manifesting the Lived Lives project in the public domain over the past decade has involved the installation of the Lived Lives artworks (in a series of public locations), together with a science-arts mediated tour through the exhibition with members of the public who wish to participate in this guided exhibition, and with documented feedback from these participants. This feedback includes anonymous and de-identified oral as well as written feedback related to the subject matter (suicide), as well as the Lived Lives guided exhibition
The Irish Sports Monitor (ISM), 2011
No full textThe Irish Sports Monitor (ISM) is a large scale population-based survey designed to measure physical and social participation in sport and other forms of exercise in Ireland. It provides the most robust measurement of sports participation in all its forms within Ireland
Schulleitungsmonitor Schweiz: Nationale Befragung 2021
No full textDer Schulleitungsmonitor Schweiz ist ein gemeinsames Projekt vom VSLCH, CLACESO und der PH FHNW, welches von der Stiftung Mercator Schweiz und der Jacobs Foundation gefördert wird. Kooperationspartner sind die HEP Vaud, die HEP BEJUNE, die SUPSI und die PHBern. Beteiligt sind ferner Forschende der Leuphana Universität Lüneburg, der Universität Konstanz und der PH Vorarlberg. Ziel ist es, Erkenntnisse über Schulleitungen, ihre Arbeitssituation, ihre Professionalisierung und über ihre Perspektiven in Bezug auf relevante Themen aus dem Schulfeld zu erhalten. Hierzu werden regelmässig grossflächige Befragungen in der gesamten Schweiz durchgeführt. Zur Teilnahme eingeladen sind die Mitglieder von VLSCH und CLACESO sowie alle anderen Schulleitungen in der Schweiz. Genutzt werden wissenschaftlich etablierte Instrumente mit hoher Aussagekraft, die speziell für den Schweizer Kontext angepasst sind. Das Projekt ist so angelegt, dass Veränderungen über die Zeit ermittelt werden können (Längsschnitt-Design). Weitere Informationen unter: www.schulleitungsmonitor.chIl Sondaggio tra le Direzioni delle Scuole Svizzere è un progetto di cooperazione tra VSLCH, CLACESO e PH FHNW, finanziato dalla Fondazione Mercator Svizzera e dalla Jacobs Foundation. I partner di cooperazione sono SUPSI, HEP Vaud e HEP BEJUNE. Sono coinvolti anche ricercatori dell’Università Leuphana di Lüneburg, dell’Università di Tubinga e del PH Vorarlberg. L’obiettivo è quello di capire chi sono le direzioni scolastiche, come si comportano, come supportano il funzionamento della scuola, il lavoro pedagogico e gli allievi e le allieve, e come si sviluppa la loro professione. A tal fine, vengono condotti regolarmente sondaggi su larga scala in tutta la Svizzera. I membri della VLSCH e del CLACESO, così come altre direzioni scolastiche, sono invitati a partecipare. Vengono utilizzati strumenti scientificamente consolidati e con un’elevata validità, appositamente adattati al contesto svizzero. Il progetto è concepito in modo da poter determinare i cambiamenti nel tempo (disegno longitudinale). Ulteriori informazioni: www.studio-sdss.chL’enquête sur les Directions d’Ecole Suisses est un projet collaboratif piloté par la CLACESO, le VSLCH et la Haute École Spécialisée de la Suisse du Nord-Ouest FHNW, avec le soutien de la Fondation Mercator Suisse et de la Fondation Jacobs et avec la participation de la HEP Vaud, la HEP BEJUNE ainsi que la SUPSI. Des chercheurs de l’Université de Lüneburg, de l’Université de Tübingen et de la HEP du Vorarlberg y participent également. L’objectif est de mieux comprendre qui sont les directions d’établissement, comment elles agissent, comment elles soutiennent le fonctionnement de l’école, le travail pédagogique et les élèves, et comment leur profession évolue. A cette fin, un premier sondage a été réalisé auprès de tous les membres de la CLACESO et du VSLCH ainsi que d’autres directions dans toute la Suisse en automne 2021. Le prochain sondage aura lieu en 2024. Le sondage bénéficie de l’utilisation d’instruments de recherche fiables qui ont été spécialement adaptés au contexte éducatif Suisse. Il est disponible en français, italien et allemand. L’enquête est conçue de manière à pouvoir être réalisée régulièrement (conception longitudinale). Plus informations : www.etude-edes.chThe School Leadership Monitor Switzerland is a joint project of the VSLCH, CLACESO, and FHNW University of Applied Sciences and Arts, funded by the Mercator Switzerland Foundation and the Jacobs Foundation. Cooperation partners are HEP Vaud, HEP BEJUNE, SUPSI, and PHBern. Researchers from Leuphana University Lüneburg, the University of Konstanz, and PH Vorarlberg are also involved. The aim is to gain insights into school leaders, their working situation, their professionalization, and their perspectives on relevant topics in the field of education. To this end, large-scale surveys are conducted regularly throughout Switzerland. Members of VLSCH and CLACESO as well as all other school leaders in Switzerland are invited to participate. Scientifically established instruments with high predictive value that have been specially adapted to the Swiss context are used. The project is designed to identify changes over time (longitudinal design)
Surface Groups Cambodia 1984-2023
No full textThis project develops a novel procedure for proxying economic activity with daytime satellite imagery across time periods and spatial units, for which reliable data on economic activity are otherwise not available. In developing this unique proxy, we apply machine-learning techniques to a historical time series of daytime satellite imagery from the Landsat program dating back to 1984. Compared to satellite data on night light intensity, another common economic proxy, our proxy more precisely predicts economic activity at smaller regional levels and over longer time horizons. Our procedure is generalizable to any region in the world, and it has great potential for analyzing historical economic developments, evaluating local policy reforms, and controlling for economic activity at highly disaggregated regional levels in econometric applications. Therefore, we produce our proxy for any region in the world and publish the data as georeferend TIF files in this repository. In our paper, we demonstrate our measure’s usefulness for the example of Germany, where East German data on economic activity are unavailable for detailed regional levels and historical time series