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Nicole Brownlie, Katie Burke and Luke van der Laan
The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was…
Abstract
Purpose
The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.
Design/methodology/approach
Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.
Findings
The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.
Research limitations/implications
The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.
Originality/value
To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.
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Natalie Peach, Ivana Kihas, Ashling Isik, Joanne Cassar, Emma Louise Barrett, Vanessa Cobham, Sudie E. Back, Sean Perrin, Sarah Bendall, Kathleen Brady, Joanne Ross, Maree Teesson, Louise Bezzina, Katherine A. Dobinson, Olivia Schollar-Root, Bronwyn Milne and Katherine L. Mills
Adolescence and emerging adulthood are key developmental stages with high risk for trauma exposure and the development of mental and substance-use disorders (SUDs). This study…
Abstract
Purpose
Adolescence and emerging adulthood are key developmental stages with high risk for trauma exposure and the development of mental and substance-use disorders (SUDs). This study aims to compare the clinical profiles of adolescents (aged 12–17 years) and emerging adults (aged 18–25 years) presenting for treatment of posttraumatic stress disorder (PTSD) and SUD.
Design/methodology/approach
Data was collected from the baseline assessment of individuals (n = 55) taking part in a randomized controlled trial examining the efficacy of an integrated psychological therapy for co-occurring PTSD and SUDs (PTSD+SUD) in young people.
Findings
Both age groups demonstrated complex and severe clinical profiles, including high-frequency trauma exposure, and very poor mental health reflected on measures of PTSD, SUD, suicidality and domains of social, emotional, behavioral and family functioning. There were few differences in clinical characteristics between the two groups.
Research limitations/implications
Similarity between the two groups suggests that the complex problems seen in emerging adults with PTSD + SUD are likely to have had their onset in adolescence or earlier and to have been present for several years by the time individuals present for treatment.
Originality/value
To the best of the authors’ knowledge, this is the first study to compare the demographic and clinical profiles of adolescents and emerging adults with PTSD + SUD. These findings yield important implications for practice and policy for this vulnerable group. Evidence-based prevention and early intervention approaches and access to care are critical. Alongside trauma-focused treatment, there is a critical need for integrated, trauma-informed approaches specifically tailored to young people with PTSD + SUD.
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M. Alexandra Da Fonte, Miriam C. Boesch and Katie Clouse
Given the rise of individuals who have complex communication needs (CCN), it is important to identify appropriate assistive technology systems that can support the individual's…
Abstract
Given the rise of individuals who have complex communication needs (CCN), it is important to identify appropriate assistive technology systems that can support the individual's communication needs. Augmentative and alternative communication (AAC) systems can serve as a means to assist individuals to communicate independently. The goal of AAC is to enhance or replace the individual's current and limited verbal or written communication skills. This chapter focuses on feature matching, aided communication and the selection process for aided communication systems including low to high technology systems. It also emphasises other key considerations pertaining to person-centred planning such as conducting preference assessments and trial periods to minimise system abandonment.
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Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.
Design/methodology/approach
This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.
Findings
The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.
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Louca-Mai Brady, Lucy Bray, Emma Beeden, Shelby Davies, Kath Evans and Andy Feltham
Whilst there is growing awareness of the case for children and young people's participation in health services and health service research, there is limited evidence on how this…
Abstract
Whilst there is growing awareness of the case for children and young people's participation in health services and health service research, there is limited evidence on how this apparent commitment to children's right to participate translates into practice.
The chapter, co-authored with and young people, draws on examples from the authors' original research and lived experience to consider the impact of the COVID-19 pandemic on children and young people's participation in the United Kingdom (UK) National Health Service (NHS). There is evidence of children and young people in the UK becoming more reliant on parents and carers as conduits for engagement and as sources of information during the pandemic. Additionally, some children and young people with special educational needs and disability and other potentially vulnerable groups have engaged less with health services and have been excluded from participating by a move to digital platforms. Conversely online and phone involvement and consultations have led to higher inclusion for others. Adapting by necessity to COVID-19 has highlighted the potential for doing things differently and developing more participatory and inclusive practice in collaboration with children, in the UK and elsewhere. It is critical that children are involved in shaping the development of participation practice which challenges and reshapes institutional practices in health services and beyond.
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Petra Scicluna and Marilyn Clark
The purpose of this paper is to provide a theoretical analysis of the pathways of female addicts within the Maltese context by highlighting the complex interrelatedness between…
Abstract
Purpose
The purpose of this paper is to provide a theoretical analysis of the pathways of female addicts within the Maltese context by highlighting the complex interrelatedness between substance abuse and victimisation. This paper proposes that female addiction and victimisation trajectories unfold in a non-linear fashion, heavily influenced by particular socio-psychological processes.
Design/methodology/approach
Guided by a career approach conceptual framework, this study was carried out through an in-depth exploration of the victimisation and addictive career trajectories of 12 women, who are either incarcerated or in a residential drug treatment facility. Data were gathered qualitatively through in-depth interviews and analysed using a grounded theory methodology.
Findings
The paper highlights how the victimisation and substance abuse trajectories of women initially unfold and develop over time. This includes an exploration of the strategies employed in order to negotiate gender-based victimisation experiences throughout their lifetime, such as through the development of a victim identity and the self-medication of trauma symptoms, a process that is facilitated by the influence of older, male peers. As the women’s addiction trajectories progress rapidly towards commitment, sex work and IPV feature and the victim identity is reinforced, motivating continued and increased drug use.
Practical implications
The paper includes implications for the development of a gender-responsive framework of intervention when working with women who were present for the treatment.
Originality/value
With a focus on women’s experiences, this study fills a lacuna within the literature by complementing and expanding upon quantitative analyses that examine these phenomena as distinct entities.
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Carolyn Caffrey, Hannah Lee, Tessa Withorn, Elizabeth Galoozis, Maggie Clarke, Thomas Philo, Jillian Eslami, Dana Ospina, Aric Haas, Katie Paris Kohn, Kendra Macomber, Hallie Clawson and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.
Design/methodology/approach
This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.
Findings
The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.
Originality/value
The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.
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Thomas V. Maher and Jennifer Earl
Growing interest in the use of digital technologies and a Putnam-inspired debate about youth engagement has drawn researchers from outside of the study of social movements into…
Abstract
Growing interest in the use of digital technologies and a Putnam-inspired debate about youth engagement has drawn researchers from outside of the study of social movements into research on the topic. This interest in youth protest participation has, in turn, developed into a substantial area of research of its own. While offering important research contributions, we argue that these areas of scholarship are often not well grounded in classic social movement theory and research, instead focusing on new media and/or the relationship between activism and other forms of youth engagement. This chapter seeks to correct this by drawing on interviews with 40 high school and college students from a moderately sized southwestern city to examine whether traditional paths to youth activism (i.e., family, friends, and institutions) have changed or eroded as online technology use and extra-institutional engagement among youth has risen. We find that youth continue to be mobilized by supportive family, friends, and institutional opportunities, and that the students who were least engaged are missing these vital support networks. Thus, it is not so much that the process driving youth activism has changed, but that some youth are not receiving support that has been traditionally necessary to spur activism. This offers an important reminder for scholars studying youth and digital activism and youth participation more broadly that existing theory and research about traditional pathways to activism needs to be evaluated in contemporary research.
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This paper aims to explore the important role boundaries play in back-office framing of environmental engagement. This is of particular interest because it is not clear how…
Abstract
Purpose
This paper aims to explore the important role boundaries play in back-office framing of environmental engagement. This is of particular interest because it is not clear how organizations in an industry without standardized environmental reporting navigate their boundaries behind the scenes and why they engage with the environment the way they do. This element of their environmental identity offers important insights into the emergence of sustainability reporting.
Design/methodology/approach
Guided by Miles and Ringham (2019) the authors conduct an ethnography of the Montana ski industry. The ethnography includes extensive on-site observations at nine Montana ski areas and interviews with 16 ski area executives, two regulators and a land development executive.
Findings
The authors find three key boundaries – accountability structure, degree of regulatory burden and impact measurement approach – that shape the back-office economic and environmental framing of ski executives (Goffman, 1959, 1974). From these back-office frames the authors identify four front-office cultural performances – community ecosystem, quantitative ownership, approval seeking and advocacy platform – that represent the environmental engagement strategies at these resorts.
Practical implications
Understanding the relationships between boundaries and environmental engagement is an important step in developing appropriate industry-wide environmental accountability and sustainability expectations. The study’s findings extend to other industries that are both highly dependent on the environment and are in the early stages of developing environmental reporting standards.
Originality/value
Ski resorts operate in an industry that is impacted by changes in the natural environment. The authors chronicle the process by which boundaries lead to framing which leads to environmental engagement in this weather-dependent industry. The authors explain the process of environmental identity building, the result of which both precedes environmental reporting and puts such reporting into context. In this sense, the authors show how boundaries are set and maintained in the ski resort industry, and how fundamental these boundaries are to the development of individual companies' environmental engagement strategies.