SlideFinderPowerPoint search engine with thumbnail results
Advanced search
Newest Viewed Downloaded

Universities > United Kingdom Showing 1 - 20 of 23 items

The University of Central Lancashire

The University of Central Lancashire (or UCLan) is a university based in Preston, Lancashire, England, UK. The university has its roots in The Institution For The Diffusion Of Useful Knowledge which was founded in 1828. In 1992 it was granted University status by the Privy Council. The university is the fifth largest in the UK in terms of student numbers and is ranked as the best modern university in the north west of England.

More information: http://en.wikipedia.org/wiki/University_of_Central_Lancashire

Every Student Counts: History Teaching and Numeracy Geoff Timmins (UCLan), Dave Nicholls (MMU), Roger Lloyd-Jones (SHU) and Naureen Durrani (UCLan) 2. Student survey Responses to a paper-based questionnaire were obtained from 162 1st-year, single-honours History students at the three partner institutions. Key findings: 92% hold a maths O-level/GCSE and 6 per cent a maths AS or A2 award (Fig. 1). 54% did not think that developing numeracy skills would enhance their historical learning, but 81% thought that developing these skills were important with regard to future employment (Fig. 2). In rating (on a scale of 1 to 5) their ability to undertake selected numerical tasks, students expressed highest competency with regard to interpreting graphs and charts and lowest competency in calculating correlations (Fig. 3). 3. Student focus groups Two discussions have taken place with current students. Key findings: Students are prepared to engage with some numerical analysis as long as they perceive that it will help their historical understanding. They were glad to terminate their formal study of maths, lack of relevance being cited as a key consideration. All reinforced the questionnaire finding that history students tend to rate numeracy as having higher value in employability terms than in studying History. Figure 1 Figure 2 Figure 3 4. Numeracy test 1st- and 3rd-year students in several HE institutions have attempted a short numeracy test. Key findings: In general, Hi...

Every Student counts Promoting Numeracy and Enhancing Employability Naureen Durrani Claire Worthington

Routes into Languages Language Enrichment Event University of Central Lancashire Wednesday 17th June 2009
Teachers Pension Scheme

Teachers Pension Scheme

Please Note: If there is any difference between the legislation governing the Teachers’ pension Scheme and the information in these slides/notes, the legislation will apply.

Innovation Delivering Results Leading Change Impact and Influence Valuing difference Developing Capability Strategic Decision Making Organisational and Stakeholder Awareness Business and Customer Focus Intellectual flexibility Drive Self-Awareness future proof building sustainable leadership

Innovation Delivering Results Leading Change Impact and Influence Valuing difference Developing Capability Decision Making Organisational and Stakeholder Awareness Business and Customer Focus Intellectual flexibility Drive Self-Awareness future proof Middle management building sustainable leadership
HOW TO ACCESS HEALTH SERVICES

HOW TO ACCESS HEALTH SERVICES

HEALTH SERVICES IN THE UNITED KINGDOM WILL BE DIFFERENT FROM THOSE AT HOME. THE NATIONAL HEALTH SERVICE PROVIDES FREE MEDICAL CARE FOR STUDENTS RESIDING IN THE UK. HOWEVER YOU WILL NEED TO PAY FOR PRESCRIPTIONS/MEDICATION. TO ACCESS THIS CARE YOU WILL NEED TO REGISTER WITH A DOCTOR WHILST YOU ARE RESIDING IN THE UK. YOU CAN REGISTER AT ANY SURGERY. HOWEVER THERE IS A SURGERY ON CAMPUS WITHIN THE UNIVERSITY. IF YOU ARE UNWELL AND ARE UNSURE OF WHO YOU NEED TO SEE YOU CAN CONTACT “NHS DIRECT” (A HEALTH ADVISORY SERVICE) FOR ADVICE ON 0845 4647 OR WWW.NHSDIRECT.NHS.UK.

Employers’ and students’ perspectives on the importance of numeracy skills in the context of graduate employability Naureen Durrani Vicki Tariq
Number and Number: The Current State of Quantitative History Teaching

Number and Number: The Current State of Quantitative History Teaching
Pedagogic Research Forum November 2005 Helen Day Research Fellow for ceth (Centre for Employability through Humanities)

Pedagogic Research Forum November 2005 Helen Day Research Fellow for ceth (Centre for Employability through Humanities)
‘To see ourselves as others see us’: Perceptions of the Professional Role by New and Existing FE Teachers

‘To see ourselves as others see us’: Perceptions of the Professional Role by New and Existing FE Teachers

Dr. Annemarie McAllister University of Central Lancashire SERA 2004 ‘Professionalism: Development and Practice’
Pedagogic Research Forum November 2005 Helen Day Research Fellow for ceth (Centre for Employability through Humanities)

Pedagogic Research Forum November 2005 Helen Day Research Fellow for ceth (Centre for Employability through Humanities)
An examination of the competencies that underlie effective independent learning: an emotional literacy perspective with postgraduate MSc students Pamela Qualter, Helen Whiteley, Stephanie Quinton, Jane Ireland, Mick McKeown, and Hugh Wagner

An examination of the competencies that underlie effective independent learning: an emotional literacy perspective with postgraduate MSc students Pamela Qualter, Helen Whiteley, Stephanie Quinton, Jane Ireland, Mick McKeown, and Hugh Wagner

Chat

Every Student counts: Promoting Numeracy and Enhancing Employability Claire Worthington

Issues for the Stage One Experience Advisory and Counselling Services Access routes The Stage One Experience Academic Advisers Academic Year Year 0 Induction PDP processes Learning outcomes Flying Start Independent Study skills Critical Thinking skills Self – assessment Summative assessment Student mentors 16-19 progression Curriculum 2000 Key skills Staff induction/ Staff development And staff counselling Management, reward, recognition of staff

Campus-wide Comparing undergraduates’ conceptions of mathematics and their attitudes and approaches to developing numeracy skills Naureen Durrani & Vicki Tariq 2. Online survey The survey comprised 3 scales, with items adapted from previously published studies (see refs below): Conceptions of mathematics with 2 sub-scales: cohesive and fragmented conceptions (6 items) Approaches to learning mathematics with 2 sub-scales: deep approach (deep intention + deep strategy) and surface approach (surface intention + surface strategy) to learning maths (18 items) Attitudes towards numeracy skills with 4 sub-scales: confidence, usefulness, motivation and enjoyment (20 items) A Likert scale was used for all items, with four options ranging from ‘strongly disagree’ to ‘strongly agree’ The results and conclusions presented are based upon the initial 174 undergraduates who responded to the survey 5. References Biggs, J. (1987) Student approaches to Learning and Studying. Hawthorn, Victoria: Australian Council for Education Research. Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1998) Qualitatively different experiences of learning mathematics at university, Learning and Instruction, 8(5): 455-468. Doepken, D., Lawsky, E. and Padwa, L. (date unknown) Modified Fennema-Sherman Attitude Scales. Available at: www.woodrow.org/teachers/math/gender/08scale.html Kadijevich, D. (2003) Examining mathematics attitude in a TIMSS 2003 pilot research, Annals of the Institute ...

Humanities graduates Ceth project into Humanities graduates careers and hindsight views about their degree

Humanities graduates Ceth project into Humanities graduates careers and hindsight views about their degree
12 Next >>
Sitemap