138 research outputs found
How reliable are systematic reviews in empirical software engineering?
No full textBACKGROUND – the systematic review is becoming a more commonly employed research instrument in
empirical software engineering. Before undue reliance is placed on the outcomes of such reviews it would seem useful to consider the robustness of the approach in this particular research context.
OBJECTIVE – the aim of this study is to assess the reliability of systematic reviews as a research instrument. In particular we wish to investigate the consistency of process and the stability of outcomes.
METHOD – we compare the results of two independent reviews under taken with a common research question.
RESULTS – the two reviews find similar answers to the research question, although the means of arriving at those answers vary.
CONCLUSIONS – in addressing a well-bounded research question, groups of researchers with similar domain experience can arrive at the same review outcomes, even though they may do so in different ways.
This provides evidence that, in this context at least, the systematic review is a robust research method
Am I safe here and do you like me?’ Understanding complex trauma and attachment disruption in the classroom
No full textElementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/ HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot
Teaching 21st Century Skills: Voices from the Field
No full textThis article presents an overview of the 21st century student characteristics based on the professional literature. It then outlines specific pedagogical techniques that can be used to improve literacy in school-aged children. It also includes specific examples of these techniques used in North American classrooms
Using students’ own mobile technologies to support clinical competency development in speech pathology
No full textThe need to adequately prepare students for the workplace competencies of a health professional in the 21st century demands exploration of alternative learning opportunities. Two such examples are the appropriation of mobile technologies and the use of standardised patients to support clinical learning. This chapter will discuss the appropriation of students' own mobile devices to support the development of clinical competency for speech pathology students in a standardised patient clinic. The chapter includes descriptions of a project that focussed on the role of mobile technologies in supporting learning across different contexts. The results indicated that the use of mobile technologies in a clinical practice setting can make a positive contribution to clinical competency development. Issues for future integration of mobile technologies in clinical practice are raised
Integrative leadership plan for an integrative healing centre
No full textThis study resulted in an Integrative Leadership Plan for an integrative healing centre in a northern Canadian city. As an Occupational therapist, the author sought partnerships among conventional and complementary and alternative medicine (CAM) practitioners and acknowledgement of the collective worth of this collaboration. The Integrative Leadership Plan gives the proposed business venture an ethical foundation to inspire respect and relationships among practitioners, healthcare providers, and patients. A direct content analysis method was used to identify the interactions of people through a literature review. Hermeneutic phenomenology exposed the phenomena of the human experience by utilizing integrative leadership and healthcare models of practices. The Integrative Leadership Plan draws on leadership literature and a review of relevant professional material including examples from established businesses to present a clear vision and mission, sections on ethics and professionalism, a description of the characteristics of an ideal facility and elements of a conventional business plan. This Integrative Leadership Plan is a first step towards establishing one venue where patients can address their physical, mental, emotional, and spiritual health with licensed and qualified practitioners. --Leaf ii.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b197663
Unleashing the Potential of Mobile Learning through SMS Text for Open and Distance Learners
No full textMalaysia has a population of about 28 million people but there are, incredibly, more than 30 million mobile
phone subscriptions. Sixth in the world in terms of SMS (Short Message Service) volume, Malaysians
appear to be addictive SMS texters. With over 98 percent of its students having mobile phones and 82
percent of the students ready for learning through mobile phones, Open University Malaysia initiated
a project that first experimented with podcasts and SMS texts later. This chapter describes how the institution
conceptualized, planned, and created a mobile learning environment using SMS to enhance its
current blended learning model in general, and in particular, one of its courses with over 1,000 students
enrolled. The chapter also describes the categories used for formulating the SMS content, use of Twitter
and Facebook to support the SMS sent and discusses the feedback received on the initiative as well as
the issues and challenges. (Abstract by authors
Programmatic Navel Gazing: One School of Education’s Experiences of a Comprehensive Review
No full textThis article describes a small study conducted within the School of Education as part of its internal and external reviews of the undergraduate and graduate programs. Using data collected from teaching faculty self-reports, archival information, surveys, and focus groups, the findings are presented. Although the UNBC School of Education does perform well based on reports from a variety of stakeholders, the internal and external review information will assist the School in strengthening both undergraduate and graduate programs
25. E-Portfolios in Teacher Education: The UNBC Experience
No full textThis paper presents the preliminary findings from the University of Northern British Columbia’s e-portfolio project, entitled the Digital Record of Student Success (DRSS). The e-portfolio requires that the Education Program students provide artifacts of their learning related to the British Columbia College of Teachers’ 13 standards for professional educators. The project will be outlined and sample in-progress e-portfolios will be described. The paper will conclude with a description of the successes and challenges of the DRSS
Blending Professional Development for Rural Educators An Exploratory Study
No full textBlended learning is a process by which educators use varied web-, print-, and classroom-based techniques to present a specific set of skills to a group of adult learners. In this chapter, the author argues that Rossett, Douglis, and Frazee’s (2003) blended learning model is superior to others’ as it is based on adult-learning principles. In March, 2007, the researcher and one colleague conducted a Social Sciences and Humanities Research Council (SSHRC) federal study on teacher supply and demand issues in Northern Canada. As part of the questionnaire and interview data, the participants (n = 113) were asked to comment on professional development models currently used and models to be considered. In particular, comments on the use of blended learning as a viable method of e-professional development model were favourable. In follow up to those comments, the main researcher provided professional development model exemplars and asked the participants to discuss the advantages and disadvantages for the rural professionals. The results of this study are promising as the majority of participants chose blended learning as their primary choice for professional development.</jats:p
The use of inspiration as a multimedia plenary activity for improving the cognitive assimilation of Biology 12 students.
No full textUnit plenary activities are review activities used at the end of an educational unit. This thesis examined the effects of using Inspiration, a concept mapping computer program, as a plenary activity on summative assessment scores, compared the effectiveness of Inspiration to Review Worksheets/Discussion, explored the effects of Inspiration on Understanding, Knowledge and Higher Order Process, examined time on-task behaviours and plenary completion rates, and examined student perception of the effectiveness of Inspiration as a plenary with two classes of Biology 12 students. An action research methodology was applied to collect data from two senior classes. Quantitative data was collected using pre-/post-test results, time on-task behavior, and assignment completion. Qualitative data was collected to identify student perception of the plenary and student study habits. The findings indicate that Inspiration statistically significantly improved summative scores, Understanding, Knowledge, time on-task behaviours, and plenary completion rates. The Inspiration and Review Worksheet/Discussion plenary activities were not statistically different in improving summative scores. --P. ii.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b175524
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