El autor del libro que se reseña es un investigador canadiense experto en cambio educativo, muy prestigiado y reconocido internacionalmente. Varias de sus obras educativas han sido traducidas desde hace ya varias décadas. En esta... more
El autor del libro que se reseña es un investigador canadiense experto en cambio educativo, muy prestigiado y reconocido internacionalmente. Varias de sus obras educativas han sido traducidas desde hace ya varias décadas. En esta ocasión nos referiremos a su último libro que ha sido publicado en castellano y que lleva por título: “La dirección escolar. Tres claves para maximizar su impacto”, de Michael Fullan, cuyo contenido se refiere fundamentalmente a una de las funciones vitales de los sistemas educativos: la dirección escolar. Desde el principio el autor deja bien establecida la relevancia de la temática de la obra: “la dirección es el segundo factor más importante (a continuación del profesor o maestro) en cuanto a la influencia sobre el aprendizaje del estudiante” (p. 11). Si consideramos la vasta experiencia de Fullan como investigador educativo y asesor de diversos sistemas educativos en distintos países del mundo desarrollado, es menester reconocer que se trata de una voz autorizada para hablar acerca de este importante tema. Otra noción central que aparece en las primeras páginas plantea que “la línea base es que la vida podría cambiar marcadamente a mejor para la dirección escolar” (p. 12), con lo que introduce una idea esperanzadora de que se avecinan tiempos de cambio para la dirección escolar y que esos cambios serán sustancialmente mejores.
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom... more
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms.
The ‘Improving Access to Psychological Therapies’ (IAPT) programme has increased the provision of evidence-based treatments for common mental health disorders. Its introduction of self-referral highlights the fact that the first step of... more
The ‘Improving Access to Psychological Therapies’ (IAPT) programme has increased the provision of evidence-based treatments for common mental health disorders. Its introduction of self-referral highlights the fact that the first step of the care pathway is not referral, but treatment seeking. However, self-referral has been found to be under-used and IAPT access rates are currently slightly below initial targets. A number of barriers to effective treatment seeking have been identified. These include: an uncertainty of where to find treatment, fear of stigma and the lack recognition that problems could have a mental health origin. Online experience sampling or ‘mood monitoring’ tools are available to help people with common mental health disorders identify low mood and anxiety. The aim of this study is to test the hypothesis that such tools will increase treatment seeking. The current study developed an iPhone application (‘Mind Above Mood’) to evaluate the effectiveness of mood monitoring in increasing treatment seeking, using validated depression and anxiety inventories. In this paper the theoretical background, aims and content of the Mind Above Mood application will be presented and the case will be made for the use of new technologies to help increase the utilization of psychological therapies. This study is in the process of being run and no results are currently available, however, the study's progress will be discussed. This paper aims to promote discussion about the use of new technologies in healthcare and the study's findings may have implications for those aiming to encourage people to use psychological therapy services.
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom... more
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms..
The purpose of this study is to improve educators' feedback mechanisms in ways that will reduce student anxiety. The relationship between graduate student anxiety levels, instructor feedback, and the effects of the use of red or green ink... more
The purpose of this study is to improve educators' feedback mechanisms in ways that will reduce student anxiety. The relationship between graduate student anxiety levels, instructor feedback, and the effects of the use of red or green ink as instruments of feedback is examined. The sample (N =52) comprised first year full-time and parttime MSWstudents enrolled in an introductory Research Methods course, a course in which writing assignments were submitted and returned with instructor feedback. Using the Posttest-Only Control Group Design, a 30-item questionnaire was administered measuring student perceptions of instructor feedback, ink color, and graduate student anxiety. The study found that students who were given feedback in red ink experienced higher levels of anxiety than students given feedback in green ink. Implications for social work education and reflexive approaches to student feedback are discussed.
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom... more
Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms.
