Papers by Carol J Callinan
Citeseer
Introduction-The Purpose of the Audit In order to support achievement of the Aiming High for Disa... more Introduction-The Purpose of the Audit In order to support achievement of the Aiming High for Disabled Children: Better Support for Families 'core offer' and achievement of PSA target 12, indicator 5 it is important that disabled young people and their families can report a more favourable experience of community services. The Centre for Clinical and Academic Workforce Innovation (CCAWI) was commissioned to undertake a survey of existing data collections across health, education and social care in order to evaluate their usefulness in audit of childhood disability and to collect definitions of disability from across the three domains. The purpose of this project was to survey existing data collection methodologies across health, education and social care in order to evaluate their usefulness in audit of childhood disability and collect definitions of disability from across the three domains. This should inform commissioners, providers and practitioners across organisations that work with children in the collection of useful data around children's disability, and in the design, development and provision of appropriate, accessible and responsive services for children. Key Findings The survey located a large number of datasets that contain information regarding childhood disability. Differences in the definitions of disability and criteria used to define children's eligibility in relation to disability make comparison of existing figures difficult and limit the ability to bring together documents for the purposes of audit. Everyday data collections across health, education and social care lack consistency both between local authorities and within agencies in the same local authority. Categories of disability are relatively unstable across health, education and social care, therefore making it difficult to establish a comprehensive and useful audit that assimilates current data collections around childhood disability.
Emerald Publishing Limited eBooks, Nov 7, 2022
Industrial and Commercial Training
PurposeA number of studies on Kirkpatrick’s four-level training evaluation model have been publis... more PurposeA number of studies on Kirkpatrick’s four-level training evaluation model have been published, since its inception in 1959, either investigating it or applying it to evaluate the training process. The purpose of this bibliometric analysis is to reconsider the model, its utility and its effectiveness in meeting the need to evaluate training activities and to explain why the model is still worth using even though other later models are available.Design/methodology/approachThis study adopts a “5Ws+1H” model (why, when, who, where, what and how); however, “when” and “how” are merged in the methodology. A total of 416 articles related to Kirkpatrick’s model published between 1959 and July 2020 were retrieved using Scopus.FindingsThe Kirkpatrick model continues to be useful, appropriate and applicable in a variety of contexts. It is adaptable to many training environments and achieves high performance in evaluating training. The overview of publications on the Kirkpatrick model sho...
Research which has aimed to understand how children come to acquire ideas about different science... more Research which has aimed to understand how children come to acquire ideas about different science concepts has had a long history (Vosniadou, 2008, Driver et al, 1994). However, these studies have explored conceptual knowledge largely through verbal reports, whilst successful, these approaches were critiqued as they did not capture a comprehensive understanding of knowledge growth particularly if children are not able to clearly or fully articulate their ideas (Goldin-Meadows, 2000). In more recent research this bias towards language has been challenged and investigations have begun to consider multimodal aspects of children’s communication in science lessons (Jewitt, 2011). Multimodal research has begun to demonstrate how other communication strategies can provide a more holistic understanding of children’s knowledge growth (Callinan, 2015). This paper discusses the results drawn from a recent case study which aimed to explore how children with SEND use mini whiteboards in order to...
Journal of Autism and Developmental Disorders, 2020
There is a lack of information on early childhood inclusive education and the parental perspectiv... more There is a lack of information on early childhood inclusive education and the parental perspectives towards the inclusion of autistic children in Kuwait. The aim of this study was to explore the perspectives and experiences amongst mothers of young autistic children regarding the inclusion of their children in general education kindergarten settings. Focus group and individual semi-structured interviews were conducted with (n = 34) Kuwaiti mothers of children with (ASD). The study participants were of the opinion that the behaviours unique to (ASD) can only be managed in highly structured special education settings. The themes that emerged from the interviews demonstrate that the general view amongst the study participants is that the inclusive educational model will not meet the autistic children's needs.
ATHENS JOURNAL OF EDUCATION, 2020
This paper outlines the results of a research study, the objective of which was to explore barrie... more This paper outlines the results of a research study, the objective of which was to explore barriers to the effectiveness of training programmes for female head teachers in the Kingdom of Saudi Arabia. The study was carried out in the context of the National Vision 2030, implemented by the Ministry of Education with the goal of developing education in Saudi Arabia. A qualitative method survey was administered in 2018 to 24 supervisors and head teachers; respondents were asked to outline their experiences with teacher training programmes. The results provided insight into barriers to training effectiveness. Specifically, four obstacles related to trainers, trainees or the training environment were identified, all of which minimise the positive impact of training programmes. The two most significant obstacles are related to the trainers and to the lack of motivation among trainees. Based on these findings, the paper provides a series of guidelines designed to overcome these obstacles. The findings of this study are significant in that they reveal important insights for training centres with regard to barriers to effective training. These results may make it easier for trainers to tailor their programmes in order to meet the changing needs of school leadership. Trainees will be able to develop the managerial skills required of head teachers and will meet the requirements of the Ministry of Education; ultimately, educational training programmes in the Kingdom of Saudi Arabia will be enhanced.
Routledge eBooks, Nov 7, 2022
Table 2 ) and is also delivered in 15-minute sessions each day. Children receive instructions for... more Table 2 ) and is also delivered in 15-minute sessions each day. Children receive instructions for all 44 English phonemes and 120 of the most common graphemes. The programme is presented in a fixed order. During lessons teachers will utilise pictures to help children identify phonemes while showing different possible spellings. The programme initially uses synthetic principles and later analytic strategies (see In this study participants completed two reading measures: one for words (the Burt Reading Test Revised, 1974) and one for non-words Short-term memory tests are normally not used in combination with reading measures. However, memory span for words is associated with reading task performance and the ability to learn reading skills (Griffith & Snowling, 2002; 22 The
Educational Researcher, 1994
The view that knowledge cannot be transmitted but must be constructed by the mental activity of l... more The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an overview of the nature of scientific knowledge. We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.
Debates about Higher Education reform have often concentrated on teaching quality and incentives ... more Debates about Higher Education reform have often concentrated on teaching quality and incentives to improve it. At other times we have talked about world-class research and how it will drive economic performance and the global reputation of our universities. Ministers regularly talk about teaching institutions and research-intensive universities, but less often about how the two important agendas come together. Knowledge is not static or one-dimensional. Knowledge and our understanding and application of it, is evolving and changing every day. Teachers, researchers and students all play their part in understanding, exploring and applying knowledge. A key skill for all graduates is the ability to assess and use new knowledge throughout their careers. This publication sets out a series of case studies in which research and teaching do come together -in institutions that regularly top the tables for teaching quality and employability. The Sunday Times University Guide for 2013 ranks six institutions represented in this collection -
Research which has aimed to understand how children come to acquire ideas about different science... more Research which has aimed to understand how children come to acquire ideas about different science concepts has had a long history [1, 2, 3]. However, these studies have explored conceptual knowledge largely through verbal reports. Whilst these approaches have been successful in revealing what children know the bias towards language and linguistic capabilities at the expense of other forms of communication may prevent a comprehensive understanding of knowledge growth particularly if children are not able to clearly or fully articulate their ideas [4]. This paper uses the results to recent study to discuss how children use gestures and other forms of non-verbal communication in order to demonstrate science ideas that may not appear in their verbal or written language. The results reveal that children frequently use gestures; these gestures can be categorised according to their content [5] and can be task specific or situated in the context of the science topic. Importantly, the conten...
Training programmes are evaluated to verify their effectiveness, assess their ability to achieve ... more Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The s...
The National Strategy for Primary Schools in England (2006) advocates synthetic phonics as a mean... more The National Strategy for Primary Schools in England (2006) advocates synthetic phonics as a means for teaching children to read. No studies exist to date comparing the effectiveness of different commercially available synthetic phonics methods. This case study compared two schools at which Jolly Phonics (JP) was taught with one school at which THRASS (Teaching Handwriting, Reading and Spelling Skills) was taught at Reception level (4 to 5 years) over a one-year period. Reading ability for words and non-words as well as short-term memory ability for words and phonemes improved in all schools. However, reading ability improved more in one JP school compared to the THRASS school, with no differences between the other JP school and the THRASS school. This paper considers how particular variables may mask instruction method effects, and advocates taking such factors into account for a more comprehensive future evaluation of synthetic phonics methods.
Journal of Further and Higher Education
Primary Science, Nov 1, 2011
Contributions from Science Education Research, 2016
Http Dx Doi Org 10 1080 0309877x 2013 858679, Jan 17, 2014
ABSTRACT This article presents detailed findings from the qualitative or interpretive phase of a ... more ABSTRACT This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common.
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Papers by Carol J Callinan