Vocational education and training in schools : career advisers' perceptions and practices

This paper explores the currently highly topical issue of Vocational Education and Training in Schools (VETiS). Specifically, it focuses upon career advisers' perceptions of VETiS, their advising practices as pertaining to this program and their views of others' perceptions of VETiS. It draws upon a national research project and data derived from interviews conducted with career advisers during the course of the project. The paper demonstrates that career advisers perceive VETiS in a favorable light on the whole, and they advocate the practice of advising all students to do VETiS if students desire to do so. That said, the paper goes on to highlight tensions apparent in the career advisers' perceptions of, and subsequent advice-giving practices regarding VETiS - particularly in terms of the potential benefits it affords all students. It becomes clear that careers advisers have different agendas for advising different students - academic and non-academic students - to undertake VETiS as a course of study. Finally, the paper demonstrates the ways in which career advisers become complicit in the marginalisation of VETiS programs and the status of VET.

Dads at the dinner table a cross-sectional study of Australian fathers' child feeding perceptions and practices

Maternal perceptions and practices regarding child feeding have been extensively studied in the context of childhood overweight and obesity. To date, there is scant evidence on the role of fathers in child feeding. This cross-sectional study aimed to identify whether characteristics of fathers and their concerns about their children’s risk of overweight were associated with child feeding perceptions and practices. Questionnaires were used to collect data from 436 Australian fathers (mean age = 37 years, SD = 6) of a child (53% boys) aged between 2-5 years (M = 3.5 years, SD = 0.9). These data included a range of demographic variables and selected subscales from the Child Feeding Questionnaire on concern about child weight, perceived responsibility for child feeding and controlling practices (pressure to eat and restriction). Multivariable linear regression was used to examine associations between demographic variables and fathers’ feeding perceptions and practices. Results indicated that fathers’ who were more concerned about their child becoming overweight reported higher perceived responsibility for child feeding and were more controlling of what and how much their child eats. Greater time commitment to paid work, possessing a health care card (indicative of socioeconomic disadvantage) and younger child age were associated with fathers’ perceiving less responsibility for feeding. Factors such as paternal BMI and education level, as well as child gender were not associated with feeding perceptions or practices. This study contributes to the extant literature on fathers’ role in child feeding, revealing several implications for research and interventions in the child feeding field.

Development of the Consumer Refrigerator Safety Questionnaire (CRSQ): A Measure of Consumer Perceptions and Practices

Food preparation and storage behaviors in the home deviating from the ‘best practice’ food safety recommendations may result in food borne illnesses. Currently, there are limited tools available to fully evaluate the consumer knowledge, perceptions and behavior in the area of refrigerator safety. The current study aimed to develop a valid and reliable tool in the form of a questionnaire (CFSQCRSQ) for assessing systematically all these aspects. Items relating to refrigerator safety knowledge (n=17), perceptions (n=46), reported behavior (n=30) were developed and pilot tested by an expert reference group and various consumer groups to assess face and content validity (n=20), item difficulty and item consistency (n=55) and construct validity (n=23). The findings showed that the CFSQCRSQ has acceptable face and content validity with acceptable levels of item difficulty. Item consistency was observed for 12 out of 15 refrigerator safety knowledge. Further, all five of the subscales of consumer perceptions of refrigerator safety practices relating to risk of developing foodborne disease food poisoning showed acceptable internal consistency (Cronbach’s α value > 0.8). Construct validity of the CFSQCRSQ was shown to be very good (p=0.022). The CFSQCRSQ exhibited acceptable test-retest reliability at 14 days with majority of knowledge items (93.3%) and reported behavior items (96.4%) having correlation coefficients of greater than 0.70. Overall, the CFSQCRSQ was deemed valid and reliable in assessing refrigerator safety knowledge and behavior and therefore has the potential for future use in identifying groups of individuals at increased risk of deviating from recommended refrigerator safety practices as well as the assessment of refrigerator safety knowledge, behavior for use before and after an intervention.

Opening a can of worms : perceptions and practices of teachers in Newfoundland and Labrador incorporating the role of a therapist

Educational trends of inclusion and collaboration have led to changing roles of teachers, including an emphasis on personal support. To provide for social, emotional, and behavioural needs, teachers may adopt a therapeutic role. Many models for such support are proposed, with most models including the importance of student-teacher relationships, a focus on social, emotional, and behavioural development, and direct instruction of related skills. This study includes 20 interview participants. In addition, 4 of the 20 interview participants also took part in a case study. It examines whether participants adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.

Investigating Multiple-Choice Assessment: Secondary School Teachers' Perceptions and Practices

Multiple-choice assessment is used within nearly all levels of education and is often heavily relied upon within both secondary and postsecondary institutions in determining a student’s present and future success. Understanding why it is effective or ineffective, how it is developed, and when it is or is not used by teachers can further inform teachers’ assessment practices, and subsequently, improve opportunities for student success. Twenty-eight teachers from 3 secondary schools in southern Ontario were interviewed about their perceptions and use of multiple-choice assessment and participated in a single-session introductory workshop on this topic. Perceptions and practices were revealed, discussed, and challenged through the use of a qualitative research method and examined alongside existing multiple-choice research. Discussion centered upon participants’ perspectives prior to and following their participation in the workshop. Implications related to future assessment practices and research in this field of assessment were presented. Findings indicated that many teachers utilized the multiple-choice form of assessment having had very little teacher education coursework or inservice professional development in the use of this format. The findings also revealed that teachers were receptive to training in this area but simply had not been exposed to or been given the opportunity to further develop their understanding. Participants generally agreed on its strengths (e.g., objectivity) and weaknesses (e.g., development difficulty). Participants were particularly interested in the potential for this assessment format to assess different levels of cognitive difficulty (i.e., levels beyond remembering of Bloom’s revised taxonomy), in addition to its potential to perhaps provide equitable means for assessing students of varying cultures, disabilities, and academic streams.

A Teacher’s Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Université de Montréal

Au cours des dernières années, les pratiques de l’évaluation comme aide à l’apprentissage (c’est-à-dire l’auto-évaluation, l’évaluation par les pairs, la rétroaction) dans la salle de classe ont été de plus en plus considérées comme des éléments essentiels (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). Cependant, dans le domaine de l’apprentissage d’une langue seconde la recherche sur ce sujet est plutôt limitée. En nous fondant sur les études de Colby-Kelly et Turner (2007) et de Lyster et Ranta (1997), nous avons mené une recherche exploratoire visant à combler ce besoin. L’objectif général était de comprendre comment l’évaluation formative se réalise dans deux cours d’anglais intermédiaire à l’Université de Montréal, et de comparer comment ces pratiques sont perçues et vécues par la professeure et ses étudiants. Trois questions de recherche étaient posées: 1. Quelle est la nature de l’évaluation formative dans une salle de classe d’anglais langue seconde? 2. Est-ce que les pratiques de la professeure reflètent ce qu’elle pense de l’évaluation formative? 3. Quels sont les correspondances et différences entre les croyances de la professeure et les perceptions de ses étudiants quant aux bénéfices de l’évaluation formative pour l’apprentissage de l’anglais langue seconde? La collecte de données comprend des observations en classe, des entrevues auprès de la professeure et des questionnaires pour les étudiants. Pour répondre à notre première question de recherche, nous avons analysé la rétroaction donnée par la professeure pendant une production orale réalisée par ses étudiants à partir de la typologie de feedback et de uptake de l’étude de Lyster et Ranta (1997). En ce qui a trait à la deuxième question de recherche, nous avons fait des entrevues avec la professeure en vue d’expliciter ses perceptions relativement à l’évaluation formative. À la fin du trimestre, nous avons comparé ses réponses avec sa pratique à partir des enregistrements vidéo produits en classe. Finalement, pour répondre à notre dernière question de recherche nous avons comparé les réponses données par la professeure aux entrevues avec les réponses des étudiants à un questionnaire adapté à partir de celui de Colby-Kelly et Turner. Finalement, nous présentons et discutons les résultats les plus significatifs obtenus dans cette étude qualitative Nous concluons cette thèse en proposant de avenues pour des recherches futures.

Control of contagious bovine pleuropneumonia: knowledge, attitudes, perceptions and practices in Narok district of Kenya

CBPP is an important transboundary disease in sub-Saharan Africa whose control is urgent. Participatory data collection involving 52 focus group discussions in 37 village clusters and key informant interviews, a cross-sectional study involving 232 households and a post-vaccination follow up involving 203 households was carried out in 2006-2007 in Narok South district of Kenya. This was to investigate knowledge, attitudes, perceptions and practices (KAPP) associated with control of CBPP as well as the adverse post-vaccination reactions in animals in order to advice the control policy. The community perceived trans-boundary CBPP threat to their cattle. They had traditional disease coping mechanisms and were conversant with CBPP prevention and control with 49.8% (95%CI: 42.8-56.7%) giving priority to CBPP control. However, 12.9% (95%CI: 9.0-18.1%) of pastoralists had no knowledge of any prevention method and 10.0% (95%CI: 6.5-14.7%) would not know what to do or would do nothing in the event of an outbreak. Although 43.5% (95%CI: 37.1-50.2%) of pastoralists were treating CBPP cases with antimicrobials, 62.5% (95%CI: 52.1-71.7%) of them doubted the effectiveness of the treatments. Pastoralists perceived vaccination to be the solution to CBPP but vaccination was irregular due to unavailability of the vaccine. Vaccination was mainly to control outbreaks rather than preventive and exhibited adverse post-vaccination reactions among 70.4% (95%CI: 63.6-76.5%) of herds and 3.8% (95%CI: 3.5-4.2%) of animals. Consequently, nearly 25.2% (95%CI: 18.5-33.2%) of pastoralists may resist subsequent vaccinations against CBPP. Pastoralists preferred CBPP vaccination at certain times of the year and that it is combined with other vaccinations. In conclusion, pastoralists were not fully aware of the preventive measures and interventions and post-vaccination reactions may discourage subsequent CBPP vaccinations. Consequently there is need for monitoring and management of post vaccination reactions and awareness creation on CBPP prevention and interventions and their merits and demerits. CBPP vaccine was largely unavailable to the pastoralists and the preference of the pastoralists was for vaccination at specified times and vaccine combinations which makes it necessary to avail the vaccine in conformity with the pastoralists preferences. In addition, planning vaccinations should involve pastoralists and neighbouring countries. As the results cannot be generalized, further studies on CBPP control methods and their effectiveness are recommended.

Recent educational changes at higher educational level in Pakistan: English language teachers' perceptions and practices

Higher Education Institutes (HEIs) of any country could be a source of providing professionals to the country in many fields. By doing so, HEIs could play a pivotal role in the economic growth of the country. In Pakistan, it seems that, in the wake of this realization, steps have been taken to reform Higher Education. Drawing on the Triple I model of educational change covering Initiation, Implementation and Institutionalization (Fullan, 2007) this study focuses on the planning and implementation of reforms in the Education system of Pakistan at higher education level that have been introduced by the Higher Education Commission (HEC) since its inception in 2002. Kennedy’s model of hierarchical subsystems affecting innovation and Chin and Benne’s (1985) description of strategies for implementing change also provided guidelines for analyzing the changes in education in the country to highlight the role that the authorities expect the language teacher to play in the process of implementing these changes. A qualitative method is followed in this study to gather data from English language teachers at three universities of the Khyber Pakhtunkhwa province of Pakistan. A questionnaire was developed to look into the perceptions of English language teachers regarding the impact of these reforms. This was followed up by interviews. Responses from 28 teachers were received through questionnaire out of which 9 teachers were interviewed for detailed analysis of their perceptions. Thematic Content analysis was used to analyze and interpret the data. Some of the most significant changes that the respondents reported knowledge of included the introduction of Semester System, extending the Bachelors degree to four years from two years, promotion of research culture, and increased teachers’ autonomy in classroom practices. Implications of these reforms for English teachers’ professional development were also explored. The data indicate that the teachers generally have a positive attitude towards the changes. However, the data also show concerns that teachers have about the practical effectiveness of these changes in improving English language teaching and learning in Pakistani Universities. Some of the areas of concern are worries regarding resources, the assessment system, the number of qualified teachers, and instability in the educational policy. They are concerned about the training facilities and quality of the professional training available to them. Moreover, they report that training opportunities for their professional development are not available to all the teachers equally. Despite the HEC claims of providing regular training opportunities, the majority of the teachers did not receive any formal training in the last three years, while some teachers were able to access these opportunities multiple times. Through the recent reforms HEC has empowered the teachers in conducting the learning/teacher processes but this extra power has reduced their accountability and they can exercise these powers without any check on them. This empowerment is limited to the classroom and there appears to be no or minimal involvement in decision making at the top level of policy making. Such lack of involvement in the policy decisions seems to be generating a lack of sense of ownership among the teachers (Fullan 2003a:6). Although Quality Enhancement Cells have been developed in the universities to assure the desired quality of education, they might need a more active role to contribute in achieving the level of enhancement in education expected from them. Based on the perceptions of the respondents of this study and the review of the relevant literature, it is argued that it is unlikely for the reforms to be institutionalized if teachers are not given the right kind of awareness at the initiation stage and are not prepared at the implementation stage to cope with the challenge of a complex process. The teachers participating in this study, in general, have positive and enthusiastic attitudes towards most of the changes, in spite of some reservations. It could also be interesting to see if the power centers of the Pakistani Higher Education appreciate this enthusiasm and channel it for a strong Higher Education system in the country.

EFL teachers' perceptions and experiences of blended learning in a Vietnamese university

This qualitative study investigates English as Foreign Language (EFL) teachers' perceptions and practices of blended learning in a Vietnamese university and influencing factors. Findings revealed that teachers have limited understandings and use of blended learning due to three primary influential factors: (i) the traditional teacher-centred pedagogy, (ii) institutional management and leadership styles, and (iii) fragmented knowledge of technological, pedagogical, and content knowledge (TPACK) for blended learning. To improve the take up and potential benefits of blended learning in EFL education in Vietnamese universities, this study proposes (i) a systematic understanding of blended learning concepts, (ii) a localised TPACK framework, and (iii) a model of teacher professional development program.

Accommodating College ESL Learner Communication Needs: Perceptions, Policies, and Practices

The purpose of this qualitative inquiry was to determine how the Practical Nursing and Pharmacy Technician programs in one southern Ontario community college could more effectively accommodate ESL learners' communication needs. The literature review examined (a) linguistic issues, such as language testing and second-language learning theories, (b) organizational matters, such as ESL curriculum and teacher training, and (c) affective issues, such as motivation for second-language learning, learning styles, and the student-teacher relationship. I gathered perceptual data from the programs' administrators, faculty members, and ESL learners. Eleven participants took part in individual interviews or a focus group session. The results suggest that ESL learners need assistance with discipline-specific vocabulary and cultural nuances. College ESL learners' weak communicative competence, together with misleading acceptance standards for ESL learners and limited support available to faculty members and to students, decrease opportunities for successful completion of the programs. The results point to re-assessment of the college's admission policies and procedures, program evaluation practices that consider the needs of ESL learners, discipline-specific language support, and strategies to enhance the ESL student-teacher relationship. The study highlights theory relating to ESL learners' self-perception and engagement, as well as the importance of including the voice of college ESL learners in educational research. The results suggest that despite ESL learners' perseverance in completing their studies, power imbalances remain. The college has yet to implement organizational strategies such as discipline-specific communications and ESL courses and extended language support that could meet the communication needs of ESL learners in the two programs.

The Perceptions, Attitudes and Practices of Registered Dietitians Regarding Functional Foods

The term “functional food” (FF) has a variety of definitions resulting in term ambiguity. It is unclear Registered Dietitians’ (RDs) understanding and practices about FF. A descriptive, cross-sectional study investigated RDs’ perceptions, attitudes and practices regarding FF. A national random sample (n=1800) of RDs was mailed a FF questionnaire, 385 (22%) responded. Given five definitions from food-nutrition authorities, the majority of RDs did not agree on a definition, although three-fourths (n=292, 75.8%) perceived fortified foods as FF. Registered Dietitians agreed FF could improve health (n=266, 69.1%), prevent disease (n=282, 73.2%) and treat clientele (n=246, 63.9%), however were neutral (41.6%) or disagreed (37.7%) FF were herbs, or equivalent to medicine (32.7%, 49.2% respectively). Most RDs (n=290, 75.9%) ate FF; fewer (n=231, 61.4%) professionally recommended them. Nearly all (n=353) indicated interest in learning about FF. Registered Dietitians revealed inconsistencies between their perceptions, attitudes and practices regarding FF. Professional education is needed to resolve discrepancies regarding FF.

Students’ perceptions and use of the Internet as a news channel

New technologies, in particular the Internet, have transformed journalistic practices in many ways around the world. While a number of studies have investigated how established journalists are dealing with and using new technologies in a number of countries, very little attention has been paid to how student journalists view and use the Internet as a source of news. This study examined the ways in which second and third-year journalism and arts students at the University of Queensland (Australia) get their news, how they use the Internet as a news channel, as well as their perceptions and use of other new technologies. The authors draw on the theoretical frameworks of uses and gratifications, as well as the media richness theory to explore the primary reasons why students use and perceive the Internet as a news channel.

An investigation of the knowledge and practices relating to drink driving among Chinese drivers

This project was a comprehensive study of drink driving in two Chinese cities. It examined general motor vehicle drivers' and drunk driving offenders' knowledge on and practices of drinking and driving, and their interaction with alcohol misuse problems. In addition, traffic police officers' perceptions of drink driving and their legal enforcement practices were studied. The differences between the two cities (Guangzhou and Yinchuan) were discussed and the approaches by China and Australia to drink driving legislation, legal enforcement and policy were also compared.

Policing of road safety in Oman: Perceptions and beliefs of traffic police officers

With increasing motorisation, road safety has become a major concern within Oman. Internationally, traffic policing plays a major role in improving road safety. Within Oman, the Royal Oman Police's (ROP) Directorate General of Traffic is responsible for policing traffic laws. Many common enforcement approaches originate from culturally different jurisdictions. The ROP is a relatively young policing force and may have different operational practices. Prior to applying practices from other jurisdictions it is important to understand the beliefs and expectations within the Directorate General of Traffic. Further, there is a need for individuals to understand their role and what is expected of them. Therefore, it is important to explore the agreement between levels of the ROP to determine how strategies and expectations transfer within the organisation. Interviews were conducted with 19 police officers from various levels of the ROP. A number of themes and findings emerged. Individuals at the upper level of the traffic police had a clear knowledge of the role of the ROP, believed that traffic police know what is expected of them, are well trained in their role and can have a very positive influence on road safety. These beliefs were less certain lower within the organisations with traffic officers having little knowledge of the role of the ROP or what was expected of them, felt undertrained, and believed their peers have little positive impact on road safety. There is a need to address barriers within the ROP in order to positively impact road safety.