Thursday 30 April 2009
One Hour PowerPoint: Ten Strategies for Improving Presentations
Check out this SlideShare Presentation which gives some strategies for powerpoint presentations. There are more on slideshare which might be of help.
Monday 20 April 2009
Mobile phone powerpoint (see below)
I have added a powerpoint on mobile phone technology, I found this on a site called Slideshare, which maintains a wide range of slideshows, you can access it through the example on the blog. It has a wide range of topics, which I think you will find interesting and relevant to the Teaching and Learning module.
Sunday 19 April 2009
Mobile Tools For Teaching And Learning
Check out this SlideShare Presentation:
Mobile Tools For Teaching And Learning
View more presentations from Jym Brittain.
Friday 10 April 2009
The new Engineering Diploma - Ravee
The new Diploma will be introduced in September 2009, project will consider how to plan for this curriculum and develop employer engagement. To provide success for three levels. Funding pre16 + post 16. Other colleges will be consulted, Ravee wants to be better informed about the qualification and look at what a Diploma is – how is it different to GCSEs/A levels. Is it providing quality or quantity? Are the diplomas going to be recognised by universities.
Importance of employer engagement, at moment funding has to have employers involved, 17 diplomas are being introduced – all have to be employer financed.
Triangulation: Questionnaires – other colleges/Interviewing employers/Literature review – government statements, opinions of universities – possible link with employers.
Peer input/questions: It was suggested that links should be made with organisations which are supportive of this diploma. The focus is now on employer engagement, colleges are being pushed towards COVE – employer responsiveness award – very difficult process – they grade and leave, constant improvement has to be recorded.
Importance of employer engagement, at moment funding has to have employers involved, 17 diplomas are being introduced – all have to be employer financed.
Triangulation: Questionnaires – other colleges/Interviewing employers/Literature review – government statements, opinions of universities – possible link with employers.
Peer input/questions: It was suggested that links should be made with organisations which are supportive of this diploma. The focus is now on employer engagement, colleges are being pushed towards COVE – employer responsiveness award – very difficult process – they grade and leave, constant improvement has to be recorded.
Will academic tutorials improve learner success? - Des
Identify significance of academic tutorial for BTEC motor vehicle students (L1/L2 learners). They have literacy, numeracy and technical support. Will having an academic tutorial enhance the curriculum. There is also a drive to remove in class support and offer 121 support – how will this affect the students? Is support beneficial, will this support their academic grades (timely delivery) Is learning rate acceptable? Hopes to build a case in support of academic tutorials. Going to do a comparative study across the college. Will consult students and tutors at Kingston College and other colleges.
Triangulation: Observations/Interviews/Questionnaires
Timescale for project: April – June 2009
Peer input/questions: Need to consider means by which significance can be measured. Also has to take into account views against academic tutorials.
Triangulation: Observations/Interviews/Questionnaires
Timescale for project: April – June 2009
Peer input/questions: Need to consider means by which significance can be measured. Also has to take into account views against academic tutorials.
Does demand led funding deliver? - Peter
Wants to find out how LSC funding will affect courses in his area. Funding linked to outcomes + progression. Now demand led funding but previously plan led funding. Used to have a six week period and three census dates to remove students but have a timescale of the first six weeks to transfer with no problem but if transfer made after six weeks no funding. A comparison of the funding for last year’s courses and this year’s courses will be made.
Triangulation: Interview MIS Manager/records of previous and present courses – quantitative data/government documentation
Timescale for project March-April 2009
Peer input/questions: Clarification sought whether this is linked to the 2010 plan where 60% of college funding is being redirected.
Triangulation: Interview MIS Manager/records of previous and present courses – quantitative data/government documentation
Timescale for project March-April 2009
Peer input/questions: Clarification sought whether this is linked to the 2010 plan where 60% of college funding is being redirected.
NVQ or not in the fire service - Pat
Is the NVQ valid, does it make a firefighter? It replaced previous qualifications – now regarded as a paper exercise, rather than practical skills – too paper based – firefighters are not improved by completing it. Is it productive or destructive? How valid are the portfolios. Wants to check if it has helped firefighters to be more competent. Not a national standard, regional. Some fire services have left the NVQ.
Triangulation: Questionnaires –qualitative/Interviews with students, managers and verifiers/Observation – use of NVQ materials.
Peer input/questions: Clarified difference between old qualification + NVQ – before workbooks, diaries, training, test records, probation – 2 years and Managers turnouts – a more hands on qualification, now it is a folder purely paper based. Is a firefighter more valid now or then? Peer clarified that it is a product rather than a process model, asked which is more desirable? Are the qualifications more relevant/valid now?
Triangulation: Questionnaires –qualitative/Interviews with students, managers and verifiers/Observation – use of NVQ materials.
Peer input/questions: Clarified difference between old qualification + NVQ – before workbooks, diaries, training, test records, probation – 2 years and Managers turnouts – a more hands on qualification, now it is a folder purely paper based. Is a firefighter more valid now or then? Peer clarified that it is a product rather than a process model, asked which is more desirable? Are the qualifications more relevant/valid now?
Exploring why some learners do not succeed in education - Anna
Focus: Going to look at why some learners succeed or fail, extrinsic and intrinsic factors influencing performance, will consider learner motivation and expectations. Wants to improve practice, help learners and look at learner non-achievement. Will gather information from own college and others.
Theorists: Maslow – motivation/Behaviourism/Humanism
Triangulation: Interviews, questionnaires and observation.
Ethical considerations have been taken into account.Timetable for research: From April 2009 to April 2010
Theorists: Maslow – motivation/Behaviourism/Humanism
Triangulation: Interviews, questionnaires and observation.
Ethical considerations have been taken into account.Timetable for research: From April 2009 to April 2010
Looking at how students can access funding for HE courses - Susanne
Topic: Looking at how students can access funding for HE courses – title not given
Focus: Going to look at how to access HE funding for students and smaller organisations. A majority of her students have leave to remain. Presently, they are funded by Train to Gain, Suzanne works for a small organisation with a limit to the amount of information it can get. After the government changed the rules for ESOL funding, funding was harder for learners to obtain. If they are British citizens or home students, here for over 3 years, they will be eligible for funding but will have to pay for some of the course, some learners ineligible. Wants to look at how learners can access funding if they are not resident. Suzanne wants to look at employer involvement, if they want their staff trained perhaps they should pay for it.
Triangulation: Questionnaire for the students/interviewing smaller organisations/government documents from the internet.
Peer input/questions: Asked why isn’t the provision there? What is happening in other countries? It was also suggested that a kind of information pack could be provided for the learners about how to access funding.
Focus: Going to look at how to access HE funding for students and smaller organisations. A majority of her students have leave to remain. Presently, they are funded by Train to Gain, Suzanne works for a small organisation with a limit to the amount of information it can get. After the government changed the rules for ESOL funding, funding was harder for learners to obtain. If they are British citizens or home students, here for over 3 years, they will be eligible for funding but will have to pay for some of the course, some learners ineligible. Wants to look at how learners can access funding if they are not resident. Suzanne wants to look at employer involvement, if they want their staff trained perhaps they should pay for it.
Triangulation: Questionnaire for the students/interviewing smaller organisations/government documents from the internet.
Peer input/questions: Asked why isn’t the provision there? What is happening in other countries? It was also suggested that a kind of information pack could be provided for the learners about how to access funding.
The foundation learning tier - Joyce
Topic: Research into the foundation learning tier – title not given
Focus: going to look at the importance of the foundation tier and the importance of functional skills when teaching learners. Will look at students aged 17 upwards. Vocational learners – care/hospitality etc. inc NEETS – progress or finding a job. What are students learning in the foundation tier – what are the benefits. Also progression routes will be looked at
Triangulation – through government documents accessed through the Internet/previous data to complete a comparative analysis with Basic Skills/interviewing learners.
Holistic approach – a literature review of government documentation and theorists such as Schon will be considered.
No timetable constructed as yet.
Peer input/questions: Asked what is the achievement/how useful is it?
Is it because they are going onto something? What do they do afterwards? What do NEET learners come away with?
Focus: going to look at the importance of the foundation tier and the importance of functional skills when teaching learners. Will look at students aged 17 upwards. Vocational learners – care/hospitality etc. inc NEETS – progress or finding a job. What are students learning in the foundation tier – what are the benefits. Also progression routes will be looked at
Triangulation – through government documents accessed through the Internet/previous data to complete a comparative analysis with Basic Skills/interviewing learners.
Holistic approach – a literature review of government documentation and theorists such as Schon will be considered.
No timetable constructed as yet.
Peer input/questions: Asked what is the achievement/how useful is it?
Is it because they are going onto something? What do they do afterwards? What do NEET learners come away with?
How to motivate reluctant learners? - Rudy
Age group of learners 16-19 on post-16 campus
Going to look at intrinsic v extrinsic motivation + create a blog to record research – wants to reference video clips to support research
Going to look at studies on reluctant learners – what makes learners reluctant? Is it lack of hope?
What can motivate learners other than the EMA?
Triangulation: Interviews, questionnaires and observations
Methods to analyse data – literature reviews/historical data + information + draw conclusions
Theorists to be considered – McGregor/Carl Rogers/Maslow/Herzberg/
Skinner/ Race and Kolb
David Numan – TESOL field – Motivating Young Learners
Ethical issues considered
Need to reduce bias – honesty to be paramount when dealing with young learners
Timeline – September 2009 to May 2010
Peer input/questions: Clarified that research will be carried out possibly 30-50 learners –point made that title of research proposal makes assumption that all learners are unmotivated – possible need for reformulation of question to ensure it is free of bias. Suggested questions to be proofread before use to ensure they are unbiased.
Going to look at intrinsic v extrinsic motivation + create a blog to record research – wants to reference video clips to support research
Going to look at studies on reluctant learners – what makes learners reluctant? Is it lack of hope?
What can motivate learners other than the EMA?
Triangulation: Interviews, questionnaires and observations
Methods to analyse data – literature reviews/historical data + information + draw conclusions
Theorists to be considered – McGregor/Carl Rogers/Maslow/Herzberg/
Skinner/ Race and Kolb
David Numan – TESOL field – Motivating Young Learners
Ethical issues considered
Need to reduce bias – honesty to be paramount when dealing with young learners
Timeline – September 2009 to May 2010
Peer input/questions: Clarified that research will be carried out possibly 30-50 learners –point made that title of research proposal makes assumption that all learners are unmotivated – possible need for reformulation of question to ensure it is free of bias. Suggested questions to be proofread before use to ensure they are unbiased.
NEETS - Sarah
Title: Not decided at time of presentation
Focus: Looking to create an induction programme with an accompanying pack + train tutors to use the pack.
Going to look at whether a longer induction programme has a positive effect on Foundation learning tier – can it improve retention/attendance/cohesion in FE. Can success in retention in one area be duplicated + increase student motivation.
Study will be carried out across college
Triangulation: Statistical evidence from records + college records particularly of induction process/comparison of different groups of learners/questionnaires and interviews.
Will look at induction processes, variable and limitations of induction – aim to develop 2 week induction.
Peer input/questions: Will be difficult to prove retention is due to what her own area is doing, comparative studies will be done. Comparison made between own college + ESC where NEET programme less successful – need to look at involvement of Connexions service.
Focus: Looking to create an induction programme with an accompanying pack + train tutors to use the pack.
Going to look at whether a longer induction programme has a positive effect on Foundation learning tier – can it improve retention/attendance/cohesion in FE. Can success in retention in one area be duplicated + increase student motivation.
Study will be carried out across college
Triangulation: Statistical evidence from records + college records particularly of induction process/comparison of different groups of learners/questionnaires and interviews.
Will look at induction processes, variable and limitations of induction – aim to develop 2 week induction.
Peer input/questions: Will be difficult to prove retention is due to what her own area is doing, comparative studies will be done. Comparison made between own college + ESC where NEET programme less successful – need to look at involvement of Connexions service.
Has communication technology impeded the acquisition of literacy skills or have we dumbed down? - Karen
Texting in teaching/looking at its use as another language
Looking at NEETS (Fast track students) 400 possible students of whom 70 will be taken as a sample/or possibly a class – L1/2/3 students at vary academically
Triangulation: Questionnaires/interview of 5 from target group/observation Also past documentation + initial assessments – Distance travelled
Comparison of 11+ achievement in 40/50s and 90/00s
Will possibly use materials from 11+ to test 16 year olds
Peer input/questions: Could it be functional skills not literacy skills –possibly. Suggestion made that there is a project at Kingston College linked to the tutorial system which could be of interest.
Looking at NEETS (Fast track students) 400 possible students of whom 70 will be taken as a sample/or possibly a class – L1/2/3 students at vary academically
Triangulation: Questionnaires/interview of 5 from target group/observation Also past documentation + initial assessments – Distance travelled
Comparison of 11+ achievement in 40/50s and 90/00s
Will possibly use materials from 11+ to test 16 year olds
Peer input/questions: Could it be functional skills not literacy skills –possibly. Suggestion made that there is a project at Kingston College linked to the tutorial system which could be of interest.
What inhibits the progression of Early Years Practitioners? - Angie
Reason – has concerns about the lack of status for EYPs – are EYPs under recognised for their abilities and achievement?
Qualifications have recently been vague + there is no registered body so EYPs not recognised as professionals.
Foundation students have to be 22 years old but students leave at 18/19 and don’t return to do the foundation course.
Will use action research to look at EYP motivation + literature review – very little research available on EYP. Government directives.
Gestalt/Skinner/Maslow + empowerment.
Starting research immediately – will look at retention/achievement/progression figures for Level 5 course
Triangulation: Government data/Questionnaires/Research on courses available at other FE colleges/Interview of supervisors and managers
Peer input/questions: Why age stipulation for foundation level courses? Is funding available and where does it come from? Could it be accessed for learners? A guide to finding funding?
Qualifications have recently been vague + there is no registered body so EYPs not recognised as professionals.
Foundation students have to be 22 years old but students leave at 18/19 and don’t return to do the foundation course.
Will use action research to look at EYP motivation + literature review – very little research available on EYP. Government directives.
Gestalt/Skinner/Maslow + empowerment.
Starting research immediately – will look at retention/achievement/progression figures for Level 5 course
Triangulation: Government data/Questionnaires/Research on courses available at other FE colleges/Interview of supervisors and managers
Peer input/questions: Why age stipulation for foundation level courses? Is funding available and where does it come from? Could it be accessed for learners? A guide to finding funding?
Adult literacy - Elizabeth
Title: Not decided at time of presentation
Reasons for choice – has an interest in it
Wants to investigate the problems with adult literacy - syntax, spelling and sentence structure. Many adults in the UK have literacy problems- what is the cause - is it financial/environment.
Theories – Acheson – research theories
Triangulation: Interviews/Questionnaires-teachers+colleges
Peer input/questions: Have to think about the demography, where and when are you going to ask your questions. Have to consider which methods you are going to use qualitative/quantitative.
Reasons for choice – has an interest in it
Wants to investigate the problems with adult literacy - syntax, spelling and sentence structure. Many adults in the UK have literacy problems- what is the cause - is it financial/environment.
Theories – Acheson – research theories
Triangulation: Interviews/Questionnaires-teachers+colleges
Peer input/questions: Have to think about the demography, where and when are you going to ask your questions. Have to consider which methods you are going to use qualitative/quantitative.
Cardiology block release programme - Cynthia
Title: Not decided at time of presentation
Going to look at block release programme, 4th year students had a 40% fail rate this year – the highest ever fail rate – 22 students failed out of 55
Wants to find out whether the fact it was a block release course had an effect on the pass rates. Does the fact that students either work in district general hospital or tertiary centres have an effect? Paediatric cardiology pass rate was low.
Would also like to know if there is a difference looking at the students’ entry points into the programme i.e. those who enter lst year with A level quals or direct entry into the 2nd year with a science degree. Students who take these exams have to be employed as a cardiac physiologist to get on the course.
External lecturers set questions, what is the impact?
Induction – First week on course for one hour – no diagnostic tests carried out
Possible triangulation: Statistical data/Assessment methods – exams/Possibly questionnaire for the students who took the examPeer input/questions: Have to identify weak and strong points of assessment/look at the make up of the group/at a tertiary centre they might have more exposure to cardiac surgery
Going to look at block release programme, 4th year students had a 40% fail rate this year – the highest ever fail rate – 22 students failed out of 55
Wants to find out whether the fact it was a block release course had an effect on the pass rates. Does the fact that students either work in district general hospital or tertiary centres have an effect? Paediatric cardiology pass rate was low.
Would also like to know if there is a difference looking at the students’ entry points into the programme i.e. those who enter lst year with A level quals or direct entry into the 2nd year with a science degree. Students who take these exams have to be employed as a cardiac physiologist to get on the course.
External lecturers set questions, what is the impact?
Induction – First week on course for one hour – no diagnostic tests carried out
Possible triangulation: Statistical data/Assessment methods – exams/Possibly questionnaire for the students who took the examPeer input/questions: Have to identify weak and strong points of assessment/look at the make up of the group/at a tertiary centre they might have more exposure to cardiac surgery
Thursday 26 March 2009
Session notes + additional materials
Please can you check that you have the full set of Session notes, Sessions 1-7, if you do not have the full set please email me on matsua@croydon.ac.uk and I will forward the missing copies to you by post, the later Sessions contained photocopied materials and I cannot send these by email. Can you also give me your address in your email.
Many thanks
Ann
Many thanks
Ann
Tuesday 24 March 2009
Research Proposal Presentations
Many thanks to all those students who gave a presentation during the last two sessions of the course, our final session is tomorrow and, after that, I will be posting brief details of all the presentations on the blog. If you were unable to give a presentation because you could not attend the sessions, please email me the details of your proposal and I will be pleased to add them to the site.
Friday 27 February 2009
Impact of mobile phones on language
In Wednesday's session Karen was interested in looking at the impact of text-talk in the classroom, the article at the address below was written by David Crystal to help publicise the release of his book on this subject. The Guardian also has a couple of articles by Will Self and Lynne Truss disagreeing with his comments. David Crystal is a Professor of Linguistics and has written numerous books on English and language, including the Encyclopaedia of Language and the Encyclopaedia of the English Language. These differing opinions could give you some ideas.
http://www.guardian.co.uk/books/2008/jul/05/saturdayreviewsfeatres.guardianreview
http://www.guardian.co.uk/books/2008/jul/05/saturdayreviewsfeatres.guardianreview
Thursday 26 February 2009
Session one review answers
1. Why is it important to keep a research diary?
- To explore your practice
- Reflect yourself/your ideas
- Help you to record research + writing
- Share experiences with peers + engage in interaction between peers + participants.
2. What is action research?
Research carried out by practitioners on their own practice.
Can be management/administration/medicine/education or social services
3. Complete the action research cycle:
This is represented by a circle annotated with planning, action, monitoring and reflection.
4. What is triangulation? How is it represented?
This is represented by a triangle, with observation at the peak and analysis and interviews at the other two corners, arrows move in towards the middle of the triangle with a question mark in the middle.
It is a combination of different methods giving access to different aspects of research
5. What does a critical friend do?
A critical friend is someone to talk over issues with, who helps you to focus without giving answers of his/her own.
6. List some of the criticism and limitations of action research:
- Lack of time
- Validity of research
- Unfamiliarity with research methods
- Action research produces results which are not viable – so it may confuse the situation
- To explore your practice
- Reflect yourself/your ideas
- Help you to record research + writing
- Share experiences with peers + engage in interaction between peers + participants.
2. What is action research?
Research carried out by practitioners on their own practice.
Can be management/administration/medicine/education or social services
3. Complete the action research cycle:
This is represented by a circle annotated with planning, action, monitoring and reflection.
4. What is triangulation? How is it represented?
This is represented by a triangle, with observation at the peak and analysis and interviews at the other two corners, arrows move in towards the middle of the triangle with a question mark in the middle.
It is a combination of different methods giving access to different aspects of research
5. What does a critical friend do?
A critical friend is someone to talk over issues with, who helps you to focus without giving answers of his/her own.
6. List some of the criticism and limitations of action research:
- Lack of time
- Validity of research
- Unfamiliarity with research methods
- Action research produces results which are not viable – so it may confuse the situation
Permission forms
Please find below the permission forms you must use with the participants in your research, forms A and B are retained by you and should not be submitted with your assignment, (but they have to be accessible in case they are required),however form C should be submitted with both your proposal and dissertation.
BA (Hons) Professional Studies in Education
Please ensure that you complete the relevant section (A or B) of this form prior to starting any student observations for your coursework. In order to protect CONFIDENTIALITY keep the form in a safe place, but do not submit it with your assignment.
A: PERMISSION TO OBSERVE A STUDENT
If you are planning to carry out observations on a student in private premises, you must have their full written permission Please ask them to sign the statement below:
I give my permission for ……………………………………………… (name of student) to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of me for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (name of student being observed)
Please print name …………………………………………………... Date ……………………..
Parental authorisation must be obtained if the student being observed has not yet reached their 19th birthday.
Signed …………………………………………(parent of) student’s name………………………….
Date……………………………….
B: Observee’s permission to be observed
If you are carrying out observations in a college/education provider, you must follow the procedures of the setting.
I give my permission for ……………………………………………… to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of students attending this college/education provider for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (Observee)
Please print name …………………………………………………... Date ……………………..
Name of setting ………………………………………………………………………………………
OBSERVATIONS
Section C:
Student declaration
I have read and abided by the Recommendations for good practice given to me by Croydon Higher Education College regarding the ethics of observation.
I have obtained signed permission from the observee/parent or guardian (delete as appropriate) and have ensured that this is kept confidential and in a secure place.
Signed ………………………………………………………..
Print name …………………………………………………...
Date ……...................
Section C of this form must be submitted to the Module Tutor with the completed assignment
BA (Hons) Professional Studies in Education
Please ensure that you complete the relevant section (A or B) of this form prior to starting any student observations for your coursework. In order to protect CONFIDENTIALITY keep the form in a safe place, but do not submit it with your assignment.
A: PERMISSION TO OBSERVE A STUDENT
If you are planning to carry out observations on a student in private premises, you must have their full written permission Please ask them to sign the statement below:
I give my permission for ……………………………………………… (name of student) to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of me for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (name of student being observed)
Please print name …………………………………………………... Date ……………………..
Parental authorisation must be obtained if the student being observed has not yet reached their 19th birthday.
Signed …………………………………………(parent of) student’s name………………………….
Date……………………………….
B: Observee’s permission to be observed
If you are carrying out observations in a college/education provider, you must follow the procedures of the setting.
I give my permission for ……………………………………………… to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of students attending this college/education provider for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (Observee)
Please print name …………………………………………………... Date ……………………..
Name of setting ………………………………………………………………………………………
OBSERVATIONS
Section C:
Student declaration
I have read and abided by the Recommendations for good practice given to me by Croydon Higher Education College regarding the ethics of observation.
I have obtained signed permission from the observee/parent or guardian (delete as appropriate) and have ensured that this is kept confidential and in a secure place.
Signed ………………………………………………………..
Print name …………………………………………………...
Date ……...................
Section C of this form must be submitted to the Module Tutor with the completed assignment
Researching the new diplomas
If you are considering carrying out research into the new diplomas which were introduced in September 2008, the following article may provided evidence for an argument against the government's policies. Further up to date information/opinions on the new diplomas can be accessed on the Guardian site, address at the top of the article. Please feel free to comment on this article.
http://www.guardian.co.uk/education/2009/feb/13/diploma-apology-adrian-smith accessed on 26th February 2009
Top education official apologises for attacking diplomas
Science adviser Adrian Smith said courses were badly planned and 'slightly schizophrenic'
Donald MacLeod
guardian.co.uk, Friday 13 February 2009 11.50 GMT
Article history
New diploma qualifications are badly planned and "slightly schizophrenic", the government's senior adviser on science said in a speech this week.
Prof Adrian Smith, director general for science and research, has since apologised for his remarks to ministers, the Department for Innovation Universities and Skills (Dius) said today. But he voiced concerns shared by many teachers about the qualifications that began to be introduced in England since September.
The first five diploma courses, which are designed to combine academic and practical work, have attracted 12,000 students, not the 50,000 hoped by ministers. Eventually 17 courses will be offered, including subject-based diplomas in humanities, science and languages, due to be taught from 2011.
Prof Smith, who was principal at Queen Mary, University of London, for 10 years and carried out a major review of maths teaching for the government, said the science diploma was a "slightly schizophrenic" concept which tried to challenge A-levels while offering work-based learning. He also told his audience at the Commonwealth Club that money being spent on golden hellos for teachersshould rather be used to fund higher salaries for teachers of certain subjects.
Smith said: "In core subjects like maths and physics, we already have a shortage of qualified teacher cover. Are we wise in adding different bits of curricular offerings, each of which will require additional teacher input?
In the speech, reported by the Times Educational Supplement (TES) today, he asked: "Are we thinking in a joined-up way when we plan curriculum developments and new programmes, whether we have the teacher power, planning and recruitment? Might we not be better getting GCSEs and A-levels right first?"
Universities were saying they would not touch the new A* A-level grade because they felt it would favour candidates from independent schools, he added for good measure.
Both Dius and the Department for Children, Schools and Families (DCSF) angrily repudiated the remarks Prof Smith, who also accused politicians of kicking a promised review of university funding "into touch", leaving universities "going bankrupt".
"We were surprised to read and totally disagree with his comments about diplomas, golden hellos for science teachers, and our reforms to the new A-level, all of which have been widely welcomed," sais a DCSF spokesman.
The skills secretary, John Denham, "emphatically" rejected his views, said a Dius spokeswoman. "Mr Denham is also disappointed that he has raised a series of issues on which he has never presented formal advice to ministers, and that he has done so in such a manner," she said.
Ed Balls, the schools secretary, said the proposed content of the science diploma was "significant and ambitious", and his department was consulting on whether it could better offer routes to both university and employment if it were split on content, for example life sciences and physical sciences.
The Liberal Democrat education spokesman, David Laws, said Smith's remarks amounted to a damning criticism of the government's education policy. "Ministers cannot simply ignore these comments from someone working at such a senior level in their own department. These comments totally undermine what little faith there was in the new diplomas, and there must now be even greater concern that our education system is failing to stretch the most able children."
Speaking about science in schools, Smith said: "If you ask a lot of scientists, chemists and engineers what turned them on in the first place, I am afraid it was things like making bombs.
"I think in terms of funding, in terms of qualified teachers, and the insidious effects of health and safety legislation, we may have done something rather damaging to that fundamental curiosity. We need more explosions in schools."
Smith has, it seems, has delivered his own explosion.
http://www.guardian.co.uk/education/2009/feb/13/diploma-apology-adrian-smith accessed on 26th February 2009
Top education official apologises for attacking diplomas
Science adviser Adrian Smith said courses were badly planned and 'slightly schizophrenic'
Donald MacLeod
guardian.co.uk, Friday 13 February 2009 11.50 GMT
Article history
New diploma qualifications are badly planned and "slightly schizophrenic", the government's senior adviser on science said in a speech this week.
Prof Adrian Smith, director general for science and research, has since apologised for his remarks to ministers, the Department for Innovation Universities and Skills (Dius) said today. But he voiced concerns shared by many teachers about the qualifications that began to be introduced in England since September.
The first five diploma courses, which are designed to combine academic and practical work, have attracted 12,000 students, not the 50,000 hoped by ministers. Eventually 17 courses will be offered, including subject-based diplomas in humanities, science and languages, due to be taught from 2011.
Prof Smith, who was principal at Queen Mary, University of London, for 10 years and carried out a major review of maths teaching for the government, said the science diploma was a "slightly schizophrenic" concept which tried to challenge A-levels while offering work-based learning. He also told his audience at the Commonwealth Club that money being spent on golden hellos for teachersshould rather be used to fund higher salaries for teachers of certain subjects.
Smith said: "In core subjects like maths and physics, we already have a shortage of qualified teacher cover. Are we wise in adding different bits of curricular offerings, each of which will require additional teacher input?
In the speech, reported by the Times Educational Supplement (TES) today, he asked: "Are we thinking in a joined-up way when we plan curriculum developments and new programmes, whether we have the teacher power, planning and recruitment? Might we not be better getting GCSEs and A-levels right first?"
Universities were saying they would not touch the new A* A-level grade because they felt it would favour candidates from independent schools, he added for good measure.
Both Dius and the Department for Children, Schools and Families (DCSF) angrily repudiated the remarks Prof Smith, who also accused politicians of kicking a promised review of university funding "into touch", leaving universities "going bankrupt".
"We were surprised to read and totally disagree with his comments about diplomas, golden hellos for science teachers, and our reforms to the new A-level, all of which have been widely welcomed," sais a DCSF spokesman.
The skills secretary, John Denham, "emphatically" rejected his views, said a Dius spokeswoman. "Mr Denham is also disappointed that he has raised a series of issues on which he has never presented formal advice to ministers, and that he has done so in such a manner," she said.
Ed Balls, the schools secretary, said the proposed content of the science diploma was "significant and ambitious", and his department was consulting on whether it could better offer routes to both university and employment if it were split on content, for example life sciences and physical sciences.
The Liberal Democrat education spokesman, David Laws, said Smith's remarks amounted to a damning criticism of the government's education policy. "Ministers cannot simply ignore these comments from someone working at such a senior level in their own department. These comments totally undermine what little faith there was in the new diplomas, and there must now be even greater concern that our education system is failing to stretch the most able children."
Speaking about science in schools, Smith said: "If you ask a lot of scientists, chemists and engineers what turned them on in the first place, I am afraid it was things like making bombs.
"I think in terms of funding, in terms of qualified teachers, and the insidious effects of health and safety legislation, we may have done something rather damaging to that fundamental curiosity. We need more explosions in schools."
Smith has, it seems, has delivered his own explosion.
Monday 16 February 2009
New websites and an invitation
I have added the details of two more websites that might be of interest to you with your research, the first details research in the area of adult literacy, language and numeacy, whilst the second website details research linked to medical students. If you come across an interesting website, one which you feel might be relevant to other students please do not hesitate to add it to the Website list at the foot of the blog. Also if you have read the notes from sessions 1 and 2, or any books or articles, and would like to chat about what you have read, please feel free to do so. I will be on the site again next Thursday.
Have a nice half term. Ann
Have a nice half term. Ann
Thursday 12 February 2009
Discussion area
If you would like to start a discussion about your ideas or get suggestions from other students on this module, or just get an opinion, this is the place to do it. I will be coming on line to check the blog at least twice a week, if you feel you can offer suggestions/advice please feel free to do so. Ann
Recommendations for good practice in research
Please find below the Recommendations for good practice in research, taken from the British Association for Applied Linguistics (2000) Recommendations
1. General responsibility to informants
You should respect the rights, interests, sensitivities and privacy of people who provide you with your data (“informants”). You should think about and respect all aspects of identity including their culture, gender and age. On the basis of this, try to anticipate any harmful effects or disruptions to informants’ lives and environment, and to avoid any stress, intrusion, and real or perceived exploitation.
2. Obtaining informed consent
You must get permission from anyone who provides you with data, whether spoken or written. To do this, you should let informants know anything about your project that might affect their willingness to participate: what your objectives are, what you will need from them, how much time it will take, and how you will keep their identities confidential, if that is necessary. When informants are under the age of 19, you also need their parents’ permission too.
3. Respecting a person’s decision not to participate.
Informants have the right to refuse to participate in research, even if they said at the outset that they would. It is best to plan your project so that it does not depend entirely on the consent of one or two people.
4. Confidentiality and anonymity.
If you have not been given the right to identify participants, they must not be identifiable in any way (confidentiality) and in particular you must not use real names (anonymity). You should try to anticipate ways identities might accidentally be revealed: by including identifying details, pictures, or moving images, playing voices, or allowing unauthorised access to data on your computer or in your files.
5. Deception and covert research
Deception is unacceptable because it violates the principles of informed consent and the right to privacy. When researchers do not want informants to alter their usual style of speech, and anticipate they might do so if they know the purpose of the study, it may be defensible
to tell them the general purpose of the research without revealing specific objectives
to ask them to agree to be deceived at some unspecified time in the future (for example if there is going to be a role play)
(if there is no alternative) to explain the research immediately after
gathering the data, and ask for permission then. But if they do not give permission then, you will have to destroy the data without using it (and they may be very angry).
While deception is unacceptable, distraction is generally ethical. Distraction might involve introducing multiple activities into a study to prevent informants monitoring themselves, for example, in linguistic research, asking them to tell about an event in their lives, when what you are interested in is not the story but the language they use.
6. Sponsors and users
If your academic project is done in co-operation with an agency, group or company in the community, you must usually provide an account of your work that is useful to the user. In turn, they must understand that you have to be evaluated on your work as an academic project, and must meet academic deadlines and standards.
1. General responsibility to informants
You should respect the rights, interests, sensitivities and privacy of people who provide you with your data (“informants”). You should think about and respect all aspects of identity including their culture, gender and age. On the basis of this, try to anticipate any harmful effects or disruptions to informants’ lives and environment, and to avoid any stress, intrusion, and real or perceived exploitation.
2. Obtaining informed consent
You must get permission from anyone who provides you with data, whether spoken or written. To do this, you should let informants know anything about your project that might affect their willingness to participate: what your objectives are, what you will need from them, how much time it will take, and how you will keep their identities confidential, if that is necessary. When informants are under the age of 19, you also need their parents’ permission too.
3. Respecting a person’s decision not to participate.
Informants have the right to refuse to participate in research, even if they said at the outset that they would. It is best to plan your project so that it does not depend entirely on the consent of one or two people.
4. Confidentiality and anonymity.
If you have not been given the right to identify participants, they must not be identifiable in any way (confidentiality) and in particular you must not use real names (anonymity). You should try to anticipate ways identities might accidentally be revealed: by including identifying details, pictures, or moving images, playing voices, or allowing unauthorised access to data on your computer or in your files.
5. Deception and covert research
Deception is unacceptable because it violates the principles of informed consent and the right to privacy. When researchers do not want informants to alter their usual style of speech, and anticipate they might do so if they know the purpose of the study, it may be defensible
to tell them the general purpose of the research without revealing specific objectives
to ask them to agree to be deceived at some unspecified time in the future (for example if there is going to be a role play)
(if there is no alternative) to explain the research immediately after
gathering the data, and ask for permission then. But if they do not give permission then, you will have to destroy the data without using it (and they may be very angry).
While deception is unacceptable, distraction is generally ethical. Distraction might involve introducing multiple activities into a study to prevent informants monitoring themselves, for example, in linguistic research, asking them to tell about an event in their lives, when what you are interested in is not the story but the language they use.
6. Sponsors and users
If your academic project is done in co-operation with an agency, group or company in the community, you must usually provide an account of your work that is useful to the user. In turn, they must understand that you have to be evaluated on your work as an academic project, and must meet academic deadlines and standards.
Subscribe to:
Posts (Atom)
