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.
Friday, 10 April 2009
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.
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