Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
163
result(s) for
"Boyd, Sharon"
Sort by:
Learning in the third dimension
Sharon Boyd, Eoghan Clarkson and Brian Mather explain how the Royal (Dick) School of Veterinary Studies is using the latest 3D modelling techniques to help students develop their clinical skills.Sharon Boyd, Eoghan Clarkson and Brian Mather explain how the Royal (Dick) School of Veterinary Studies is using the latest 3D modelling techniques to help students develop their clinical skills.
Journal Article
Preparing Culturally Sustainable School Leaders to Close the Achievement Gap for Black Students from Marginalized Communities
An achievement gap has persisted in elementary schools between Black and White students and Black students and Hispanic students in reading and math (NAEP, 2019). Nieto and Bode (2018) suggested that gaps in educational resources, learning opportunities, and educator expectations influence the achievement gap between Black students from low socioeconomic communities and White students. School administrators have been charged with creating equitable and culturally responsive school environments and opportunities that meet the academic needs of each student (National Policy Board, 2015). However, they have entered their job assignments with varying levels of understanding around the complexity of racial equity in education. The purpose of this qualitative study was to examine how K-12 school administrators' leadership approaches reflect their preparedness to lead, through a culturally sustainable lens, schools that serve Black students from marginalized communities. It was guided by culturally sustainable, culturally responsive, and innovative school leadership theories. The participants for this study were principals and assistant principals who serve in Title I, Part A program elementary schools in an urban emergent school district. Data were gathered through a) a demographic survey, b) semi-structured, open-ended, face-to-face individual virtual interviews, c) school improvement plans, embedded with Title I plans, and d) certified educator working conditions’ surveys. Three themes emerged from an analysis of the data: a) Through the Lens of Standards-Aligned Instruction, b) Developing Students’ Behavioral Leadership Skills, and c) Building a Culture of Supportive and Inclusive Practices. The findings reveal that the school administrator’s leadership approaches reflect their preparedness to lead through a lens of instructional equity, which derived from a dual system of school leadership preparation: apprentice-based learning and lived-experiences learning.
Dissertation
A Preliminary Evaluation of Using WebPA for Online Peer Assessment of Collaborative Performance by Groups of Online Distance Learners
Collaborative assessment has well-recognised benefits in higher education and, in online distance learning, this type of assessment may be integral to collaborative e-learning and may have a strong influence on the student's relationship with learning. While there are known benefits associated with collaborative assessment, the main drawback is that students perceive that their individual contribution to the assessment is not recognised. Several methods can be used to overcome this; for example, something as simple as the teacher evaluating an individual's contribution. However, teacher assessment can be deemed as unreliable by students, since the majority of group work is not usually done in the presence of the teacher (Loddington, Pond, Wilkinson, & Wilmot, 2009). Therefore, students' assessment of performance/contribution of themselves and their peer group in relation to the assessment task, also known as peer moderation, can be a more suitable alternative. There are a number of tools that can be used to facilitate peer moderation online, such as WebPA, which is a free, open source, online peer assessment tool developed by Loughborough University. This paper is a preliminary evaluation of online peer assessment of collaborative work undertaken by groups of students studying online at a distance at a large UK university, where WebPA was used to facilitate this process. Students' feedback on the use of WebPA was mixed, although most of the students found the software easy to use, with few technical issues and the majority reported that they would be happy to use this again. The authors reported WebPA as a beneficial peer assessment tool.
Journal Article
Practical Strategies for Engaging Dissonance in Veterinary Medical Education
Abstract
This chapter will review teaching approaches used to develop students’ professional skills in preparation for their future role as veterinary practitioners. These approaches support student development beyond the Royal College of Veterinary Surgeons (RCVS. (2014). Day one competences. Retrieved from http://www.rcvs.org.uk/document-library/day-one-competences/) Day One Competences expected of graduates, and emphasize the key importance of life-long skills and resilience in a rapidly changing world.
As veterinary leaders, they will be expected to demonstrate skills in multidisciplinary group facilitation and community engagement. From a global perspective, students are encouraged to reflect on their learning in light of the impact on their local communities and the wider impact on the global ecosystem. This chapter provides an overview of how professional skills are developed over the course of the undergraduate program. Such approaches guide students as they learn to confront and engage with cognitive dissonance (CD) inherent to the role of the veterinary surgeon in practice. Areas where CD is clearly evident in practice will be considered, followed by a review of the teaching approaches to prepare students.
The teaching methods described will include the benefits and challenges of work-based placements, opportunities for self-development and reflection within a tightly packed curriculum, and the importance of facilitating student-led activities to build skills in leadership.
Book Chapter
South shore scenery and still-life
Lunenburg Art Gallery Aspotogan Arts and Crafts Artistic Visions (president) Train Station Gallery(committee member) Art Gallery of Nova Scotia Visual Arts of Nova Scotia Exhibited At: Apple Bin Art Gallery Aspotogan Art and Craft Spring member shows Aspotogan Art and Craft Fall Trellis shows Shoreline Gallery (featured artist) Chester Art Fairs Trilogy Gallery Artistic Visions Annual Art Shows Lunenburg Art Gallery Train Station Gallery Art Sales and Rental Society/AGNS Credit: Shoreline Scenes Sharon Boyd
Newspaper Article
A descriptive study of learning styles and multiple intelligences on student creativity within the art classroom
In 2004, a law was enacted in Arkansas that provided art and music to all elementary children, grades first through sixth. Two years after the preliminary thesis began all district elementary schools added certified art teachers. At the end of the 2007/08 school year, these teachers will have been instructing for three years. In 2008/09, a full four years of instructional impact will be assessable through the Torrance Test of Creative Thinking (TTCT) testing scores of second grade students. This thesis considers whether a teacher's receptiveness to student learning differences or teacher methodology affects the level of creativity by either (1) stimulating a preferred learning style or (2) by encouraging Multiple Intelligence strengths that ultimately enhance a project's outcome or (3) provides quality conceptual art-based projects. Assessment will be determined by comparing a range of scores from four successive years (1998/99, 1999/2000, 2000/01, 2001/02), using the TTCT.
Dissertation