http://hdl.handle.net/2173/23538 Thu, 23 May 2013 16:26:48 GMT 2013-05-23T16:26:48Z http://hdl.handle.net/2173/288608 Title: A marriage of convenience? A qualitative study of colleague supervision of master's level dissertations Authors: Kirton, Jennifer; Straker, Katherine; Brown, Jeremy; Jack, Barbara; Jinks, Annette Abstract: The focus of this study is colleague supervision of Master's level dissertations. A qualitative study was undertaken and in-depth interviews with research supervisors (n=7) and students (n=7) who had experienced colleague supervision of masters' level dissertations in the previous four years were undertaken. Independent ‘outsider’ researchers were deployed to undertake the interviews. A thematic content analysis approach was utilised and an analogy of a ‘Marriage of Convenience’ was used to describe the various dimensions and significant chronological events of the student/supervisor relationship. Four data themes were identified and included: ‘Match making and betrothal’, ‘Soul mates or not’, ‘Married life’ and ‘Giving birth’. The study's findings give rise to a number of recommendations that will be of interest to all healthcare educators who are involved in supervision of colleagues' academic research activities. Description: Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Nurse education today, published by and copyright Elsevier. Wed, 02 Feb 2011 00:00:00 GMT http://hdl.handle.net/2173/288608 2011-02-02T00:00:00Z http://hdl.handle.net/2173/288605 Title: Alternate reality games as learning environments for student induction Authors: Whitton, Nicola; Jones, Rosie; Wilson, Scott; Whitton, Peter Abstract: Alternate reality games (ARGs) are a relatively new form of collaborative game that make use of both the virtual and real worlds to engage players in a series of challenges within a compelling narrative. The Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project aimed to use this game format to provide an alternative way to support the student induction process at Manchester Metropolitan University. The ViolaQuest game provided a mechanism for new university students to meet with others, navigate a new city and undertake information literacy induction activities within a purposeful context. The project ran from April 2008 to March 2009, and while the game itself had limited success in terms of student participation and impact, there were many lessons learned in terms of appropriate design and implementation of alternative reality games to support learning. This article describes the evaluation, results, lessons learned and raises a number of questions as to the suitability of ARGs in higher education. Description: Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Interactive learning environments, published by and copyright Routledge. Thu, 09 Feb 2012 00:00:00 GMT http://hdl.handle.net/2173/288605 2012-02-09T00:00:00Z http://hdl.handle.net/2173/288596 Title: Youth working with girls and women in community settings Authors: Batsleer, Janet R. Abstract: This fully revised and expanded edition of Janet Batsleer’s (1996) Working with Girls and Young Women in Community Settings provides a significantly updated text, incorporating new research, which will serve practitioners and academics well into the twenty-first century. Youth work with girls and young women has taken inspiration from feminisms and THE women’s movement, focussing on the strength and potential of girls as beings in their own right, rather than as carriers of social problems. Autonomous community-based projects of can affirm young women’s lives and creativity and seek to challenge oppression. Addressing the significant shifts in the social, political and professional context for informal education, this book makes clear the continuities in community-based informal education with girls and argues for its continuing importance. The impact of neo-liberal approaches to empowerment is highlighted throughout. Drawing together historical, theoretical and practice-based work, including case studies from a range of projects, Batsleer offers an analysis of the significant issues that will affect practice in the future and the significance of feminist inspired informal education rooted in specific community contexts. These include: The impact of violence, coercion and resistance, across a range of practices Female sexuality as a contested space The impact of poverty and the creation of networks of care and mutual support Difference and cross-cultural work, including inter-faith work and practice which challenges racism. This is an important source book for youth workers, social workers, and others involved in education outside of school as well as researchers in the practice and politics of youth work. It is an essential reference tool for researchers, as well as for both lecturers and students involved in the education and continuing professional development of youth and community workers and for those who wish to keep alive a radical alternative to a tick box culture in education. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/2173/288596 2013-01-01T00:00:00Z http://hdl.handle.net/2173/287344 Title: The perceived value of videoconferencing with primary pupils learning to speak a modern language Authors: Phillips, Magda Abstract: Young modern language (ML) learners' heightened, yet temporary, phonological sensitivity suggests an aptitude for spoken communication with peer native target language (TL) speakers. Opportunities for this can be achieved through videoconferencing (VC). As researcher and specialist teacher at a primary school in England, I undertook a study of VC which aimed both to develop theoretical insights for policymakers and practitioners, and also to provide ‘usable processes’ associated with design-based research for developing young pupils' ML speaking skills. My challenge in brief weekly lessons was to develop pupils' usual group chanting/singing towards individual speaking in meaningful exchange in twice-weekly VC links with a partner French school. Participants' affective experience was the focus of data gathered from pupils in Years 2, 3 and 6. This article focuses on pupils' and teachers' views of the value of VC for learning to speak French. Pupils tended to see VC as useful for learning to speak French although peer pressure seemed to adversely influence Year 6 pupils' pronunciation. Some pupils of different abilities were highly motivated by their VC participation. Some able pupils' retrospective reflections on the longer-term impact of VC suggested it had been a ‘highlight’ of their entire primary ML learning experience, and they felt they had increased confidence in speaking as a result. A sample of lower ability pupils also retrospectively expressed a positive view of VC. Description: Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Language learning journal, published by and copyright Routledge. Thu, 23 Sep 2010 00:00:00 GMT http://hdl.handle.net/2173/287344 2010-09-23T00:00:00Z