Browsing by Author "Younie, Sarah"
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Item Metadata only A clinical trial evaluation of handwashing products and educational resources to improve hand hygiene in paediatric patients and school children(Frontiers, 2024-09-23) McNicholl, Johanna; Younie, Sarah; Crosby, Sapphire; Laird, KatieIntroduction: It is widely acknowledged that good hand hygiene (HH) is an important non-pharmaceutical method for reducing the transmission of infectious diseases. Children are at high risk of infection due to their immature immune systems. Hospital transmitted infections are a cause for concern worldwide, with poor HH suggested to be responsible for up to 20% of cases. Patients, in particular paediatric patients, are often overlooked when it comes to the promotion of hand hygiene compliance (HHC) in hospitals. This report describes the clinical evaluation of the ‘Soaper Stars’; a collection of child-friendly HH products with linked educational resource, developed using the COM-B approach to behaviour change, and designed to encourage correct HH in paediatric patients and in schools. Method: The Soaper Star products were distributed on paediatric wards in five UK hospitals, and the use of the products around mealtimes was evaluated. Workshops teaching the ‘why when and how’ of handwashing were run in four UK primary schools with pre and post evaluations conducted to establish impact on knowledge. Over 300 children were involved. Results: The Soaper Stars products stimulated a 38% increase in HHC compared to when only hospital-issued products were available, and verbal feedback from families indicated that having the Soaper Star products encouraged improved HHC by all visitors, not just the patient. Workshops in four schools (283 pupils) showed an increase in knowledge around the transmission of infection and the need for good HH that was sustained for at least 4 weeks. Conclusion: The Soaper Stars products stimulated a 38% increase in HHC compared to when only hospital-issued products were available, and verbal feedback from families indicated that having the Soaper Star products encouraged improved HHC by all visitors, not just the patient. Workshops in four schools (283 pupils) showed an increase in knowledge around the transmission of infection and the need for good HH that was sustained for at least 4 weeks.Item Metadata only A Critical Review of Emerging Pedagogical Perspectives on Mobile Learning(Springer, 2021-05-30) Longman, David; Younie, SarahIn recent years, a significant level of interest has developed in the potential of mobile devices such as tablets and smartphones for learning. Mobile learning is an approach that aims to exploit the particular features and characteristics of portable, personal computational devices for pedagogical purposes. This chapter outlines a critique of some current thinking about mobile learning as a contribution to an “appropriate theory of education for the mobile age”: “We are in an age of personal and technical mobility, where mobile devices, … are carried everywhere. We have the opportunity to design learning differently: linking people in real and virtual worlds, creating learning communities between people on the move, providing expertise on demand, and supporting a lifetime of learning. In order to understand how people learn through a mobile, pervasive and lifelong interaction with technology, we need to understand the implications of learning with mobile technology and build an appropriate theory of education for the mobile age.” (Sharples. et al 2009) This critical review of the literature analyses some of the pedagogical claims underlying mobile learning and argues that expectations are not based on robust foundations of theory or experiment. Mobile educational technology and associated mobile learning practices are a dynamic domain of constant change, enlivened by developments of new devices, services and software and, alongside possible benefits, streams of significant social and educational dilemmas. This is the challenge for mobile learning and the aim to describe and develop sustainable, well-integrated pedagogical practices and theoretical foundations that exploit the potential of mobile technology for educational goals. The peer-reviewed literature included in this chapter covers the period up to 2017 and is rich with ‘proof-of-concept’ educational activities that demonstrate aspects of practical viability but do not yet provide a foundation on which to build a systemic pedagogy because there is little evidence of systematic benefits or repeatable outcomes, either positive or negative, for the educational role of mobile educational technology. For this chapter peer-reviewed articles were selectively retrieved using broad keywords: ‘mobile learning’; ‘m-learning’; ‘education’; and ‘pedagogy’. Keywords: mobile learning; research review; pedagogy; educational technology.Item Open Access A Germ’s Journey: A Fight Against Resistance(Troubador, 2021) Glover, Joseph; Laird, Katie; Younie, Sarah; Crosby, SapphireThis is the moment you’ve been waiting for ever since you laid your eyes on that letter at your front door. The honour! You’ve been selected above thousands of other applicants to get this position. A chance to experience more out of life; a chance to make a difference for everyone; a chance to be part of the team combatting antibiotic resistance. Today will be your first day as a trainee agent in the Anti-Bio Squad. The human body is under attack from evil germ villains and, using their henchmen, they are trying to plague everyone with their illnesses; varying from the common cold to more serious bacterial infections. They must be stopped. It’s up to the Anti-Bio Squad to save the day and you’re going to help them. When a boy comes down with some mysterious symptoms, it’s up to you to find the clues, catch the right criminal, fend off the bacteria, and prevent them from becoming resistant to all of your weapons (antibiotics). Along the way you will be helped by friends: Agent Max, his dynamic dog, team-mate Georgie, and The D.O.C. However, it’s you who decides what path this investigation follows. Do you have what it takes to succeed in the Fight Against Resistance and become a member of the Anti-Bio Squad?Item Metadata only Bring Your Own Device(Routledge, 2018-01-30) Hynes, P.; Younie, SarahItem Metadata only Building on-line communities for teachers: Ideas emerging from research(Routledge, 2001) Younie, Sarah; Leask, MarilynItem Metadata only “Bye-Bye Germs”: Respiratory Tract Infection Prevention—An Education Intervention for Children(MDPI, 2024-03-13) Younie, Sarah; Crosby, Sapphire; Charlie Firth; Johanna McNicholl; Laird, KatieBecoming one of the first studies in the field to do so, specially developed educational interventions (Germ’s Journey), designed to teach children about respiratory tract infection prevention, were delivered to 273 pupils aged five to six across five primary schools in the U.K. The intervention aimed to increase understanding of pathogens and respiratory tract illness, transmission and infection prevention, and preparedness for future pandemics due to a lack of such resources for young children at present. To assess the impact of the intervention, children were asked five questions related to knowledge of pathogens, transmission of infection, and infection prevention directly before and after activity-based workshops, as well as one month later. Responses were scored for pupils’ level of knowledge; differences in the frequency of responses between the time points were analysed using Pearson’s chi-squared test. Teachers also took part in semi-structured interviews to evaluate the workshop from the educators’ points of view. Children showed increased knowledge in all three areas immediately after the workshops. This improvement was retained to a lesser or equal extent one month following the learning intervention workshop. The consistent use of teaching resources and interventions such as Germ’s Journey should be implemented in the school curriculum in order to increase understanding and reduce the transmission of respiratory tract illness. Specially designed activity-based workshops using a range of learning skills can help young children to understand the link between pathogens, and infection transmission and control.Item Open Access Children and handwashing: Developing a resource to promote health and well-being in low and middle income countries(Health Education Journal, 2019-08-08) Crosby, Sapphire; Laird, Katie; Younie, SarahObjective: Using a participatory action research (PAR) model, this paper reports on findings from a mixed-methods study which aimed to discover whether specifically developed health education resources (A Germ’s Journey) aid children’s understanding of health-hygiene principles, and how these findings can inform the future development of culturally relevant resources to teach children in low- and middle-income countries about the association between bacteria, handwashing and disease. Design: Educational health-hygiene workshops were conducted at 13 case study sites (n = 651) in collaboration with local organisations in Ahmedabad, India. During Phase 1 of the study, children’s and teacher–trainer workshops were conducted using UK resources. Following suggestions from local teachers, a Gujarati book was co-created and in Phase 2, workshops (using the Gujarati book) were delivered. Methods: Data were collected from children using quasi-experimental methods, using pre-workshop questions, follow-up questions, observations and baseline and post-workshop assessments. Data were collected from teachers using questionnaires. Results: Following teacher–trainer workshops during Phase 1 of the study, 100% of teachers stated that they would use the resources with their pupils in the future. Two months after participating in the workshops, 60%–73% of children knew how germs can cause illness, and 76%–80% knew how to remove germs from hands. When assessed during Phase 2 of the study, 54% of children scored higher after the intervention, showing an increased understanding of microbiology after using the resources. Conclusion: The results indicate that children had an improved understanding of the causes of bacterial disease and the health implications of not using adequate health-hygiene practices. Recommendations for the future development of resources include adopting a PAR model of research, co-creation with end users and working alongside local organisations and participants in order to access ‘hard-to-reach’ areas.Item Metadata only Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum(Routledge, 2001-03) Younie, Sarah; Leask, MarilynItem Metadata only CPD, knowledge services and research(Routledge, 2020-11-26) Younie, Sarah; Leask, Marilyn; Audain, Jon; Preston, Christina; Procter, RichardTeachers CPD – an international problem The absence of a strong publicly stated knowledge base allows the misconception to continue that any smart person can teach. (Fullan, 1993 p. 111) There is the need to strengthen the connection between teachers’ practice and educational research, whereby the latter informs professional practice. This requires the development of a coherent strategy for teachers to engage with educational research, which can be achieved through teachers’ continuing professional development. This argument has been reinforced by recommendations in an OECD (Organisation for Economic Cooperation and Development) examination of educational R&D in England (OECD, 2002) and internationally (OECD, 2009). According to OECD TALIS research (2009), no country has a good solution for the provision of up-to-date continuing professional development (CPD) for teachers. For the purposes of this chapter we identify four main purposes of CPD: 1 CPD initiated by government for whole sector change 2 CPD provided by subject associations 3 CPD initiated by schools for within school change and 4 CPD self-directed: initiated by the individual teacher for personal professional development.Item Metadata only Creating European synergy: the European SchoolNet multimedia project(2001) Younie, Sarah; Leask, MarilynItem Metadata only Creating Resources with Children in India using a co-creation model for Developing Countries to address UN SDG goals(2019-06-20) Crosby, Sapphire; Laird, Katie; Younie, SarahFollowing a Participatory Action Research (PAR) model, this study evaluates whether specifically developed resources (‘A Germ’s Journey’) aid children in India’s understanding of hand-hygiene principles. Furthermore, it discusses how the findings can inform the future development of culturally relevant resources for developing countries. Educational health-hygiene workshops were conducted with schools and community centres in collaboration with organisations in Ahmedabad, India in areas of considerable socio-economic disadvantage. Children’s and teacher-trainer workshops were delivered to ten Case Studies. Mixed-method data was collected from children using quasi-experimental methods, using pre-workshop questions, follow-up questions, observations and baseline and post-workshop assessments. Data was collected from teachers using questionnaires. Following teacher-trainer workshops during Phase 1 of the study, 100% of teachers stated that they would use the resources with their pupils in the future. Two months after participating in the workshops, 60-73% of children knew how germs can cause illness, and 76-80% knew how to remove germs from hands. When assessed during Phase 2 of the study, 55% of children scored higher after the intervention, showing an increased understanding of microbiology after using the resources. The results indicate that children have an improved understanding of the cause of bacterial disease and the health implications of not using adequate health-hygiene practices. Recommendations for the future development of resources include adopting a PAR model of research, co-creation with end users and working alongside local organisations and participants in order to access the ‘hard-to-reach’ areas.Item Metadata only Debates in Computing and ICT Education(Routledge, 2018-01-30) Younie, Sarah; Bradshaw, PeterItem Metadata only Developing a 'cognitively flexible literacy': From an industrial society to the information age(Routledge, 2001) Younie, SarahItem Open Access Developing Evidence-informed practice: engaging teachers with research(Teaching Times, 2017-06-20) Younie, Sarah; Procter, Richard; Noakes, J.; Davis, G.; Audain, J.The field of education is awash with research. What is important for teachers however is accessing the right research, in the right way, at the right time. This paper presents an innovative way forward for teachers who want to develop evidence-informed practice and for those who want to be engage further with research. We start with explaining the concept of translational research, which is a systematic approach to the practical application of research knowledge. We have followed this approach in the development of the MESHGuides project, which provides research summaries for teachers. The research evidence is presented in a visual format so that it is accessible and can inform teacher’s professional judgements and practices. This approach is informed by initiatives adopted in the field of medicine. Furthermore, we are developing the MESHConnect initiative that aims to create and engage communities of teachers both in and with research. This initiative aims to develop teachers by engaging them in the broader community of researchers in education, so that they are able to develop a critical perspective on research to inform their own professional practices.Item Metadata only Developing Resources Using ICT(Routledge, 2009) Younie, SarahItem Metadata only Developing your vision(Routledge, 2020-11-26) Hudson, Brian; Leask, Marilyn; Younie, SarahChapter 3 has been designed to help you to clarify the principles which follow from your values. Through this chapter we explore choices and potential consequences of your choices. The intention of these chapters is to challenge you to be explicit about the values and priorities which underpin your choices. National leadership is a challenging task – there are competing priorities, diverse viewpoints to be reconciled, resource allocation decisions to be made. It can be easy within the day-to-day pressures of the political environment to lose sight of the fact that decisions taken at the national leadership level embody the values that will educate the citizens responsible for the society of tomorrow. Consider Kerslake’s analysis here: In his introduction to the UK2070 Commission Report (2019), Lord Kerslake asserts that deep-rooted regional inequalities across the UK demand “long term thinking and a special economic plan to tackle them”. The report concludes that inequalities are exacerbated by “underpowered ‘pea-shooter’ and ‘sticking-plaster’ policies”. A case is made for future policy to be “structural, generational, interlocking and at scale”. Within advanced economies poverty and inequality have emerged as political flash points (G-7 summit, Biarritz, 2019). We start this chapter with three premises with which may or may not fit with your values: • that a nation’s education service provides the foundation for development of a society: that a government creates, shapes or denies, opportunities for society’s development, economic prosperity and citizens’ wellbeing through its leader ship of the national education service • that civil unrest is a threat to democracies as governments rule by popular mandate and that the chance of civil unrest can be minimised through an education service overtly supporting values of community and social cohesion, tolerance of difference and advancement on merit • that high quality motivated teachers are the single most important factor in improving educational outcomes and that system stability with managed change, innovative CPD using 21st century technologies together with stake holder consensus is most likely to achieve this. For the UK, the BREXIT issues divided society. A new focus on education, based on explicit shared values focused on shaping the society of tomorrow, may bring the opportunity to energise communities and bring them together. Other fractured societies may consider how consultation on the values and principles for a national education system and service could help overcome similar challenges.Item Open Access The development of an inclusive model to construct teacher’s professional knowledge: pedagogic content knowledge for sound-based music as a new subject area(Cambridge University Press, 2019-12) Wolf, Motje; Younie, SarahThis paper outlines a systematic process for developing the different knowledge domains required for teaching sound-based (electroacoustic) music as a new subject area. As a new area within the discipline of music, teachers are novices to the field. This requires epistemological deconstruction of what knowledge teachers need in this new field. Then the analysis outlines how to develop teachers’ new knowledge; which can be constructed as: subject content knowledge (SCK), pedagogic content knowledge (PCK) and technology pedagogic content knowledge (TPACK). This epistemological analysis informed our creation of teaching materials that develop these different knowledge domains and take account of the complex interplay between them. This process was demonstrated through the ElectroAcoustic Resource Site Projects to: build first subject content knowledge; then create teacher’s packs to build pedagogic content knowledge; and a bespoke CPD programme to embed their inter-relationships and build technology pedagogic content knowledge. Most importantly, creating the teacher’s packs employed a user-centred design approach, putting teachers and pupils in the centre of the development process, thereby giving them voice. Voice is an integral part of empowerment in our model, which is conceptualised as practicing ‘communicative action’ (Habermas 1984) and disrupts the hegemonic grip of the academic curriculum dominated by the tradition music canon. This paper adds to the knowledge-base regarding how to develop the different domains required for teaching a new subject. We argue that sound-based music is accessible to all teachers and learners, thereby increasing inclusivity. This in turn can radically disrupt ways of teaching music in schools and the model created provides the necessary scaffolding for a paradigm shift in music teaching on an international level.Item Metadata only ‘E-Ethics and online identity’(Routledge, 2018-01-30) Bradshaw, Peter; Younie, SarahItem Embargo ‘The EARS 2 Pedagogical Project: an eLearning environment to introduce learners to sound-based music’(Evangelos Himonides & Andrew King, 2014) Landy, Leigh; Younie, Sarah; Hill, Andrew; Wolf, MotjeDiscussions have been on-going in the UK regarding how to offer the broadest musical repertoire possible to young learners be it with some opposition. At the MTI Research Centre, we have been dealing with the issue of experimental music and access for almost 15 years discovering, for example, that a large portion of young learners (in some cases, the majority) are open to music made with sounds and not just notes. As a consequence of 1) the desire to make innovative music accessible to young people, the educational rationale to address both enhanced listening and creativity, in our case with sounds, and 2) Unesco’s suggestion that the MTI consider offering an ElectroAcoustic Resource Site (EARS, www.ears.dmu.ac.uk) for children, the idea of the EARS 2 pedagogical project was born. The goal of EARS 2 is to achieve a userfriendly eLearning environment intended to introduce relevant aspects of electroacoustic (or sound-based) music to young learners. The paper will present the entire project including the EARS 2 eLearning environment, its vision, its key characteristics and its means of operation alongside that of its creative software platform, Compose with Sounds (CwS) that was funded by the EU and tested in schools in six European countries. EARS 2 will be not only translated, but also culturally conditioned for use in countries beyond the UK; thus, our international vision will also be presented. Sarah Younie will present its innovative aspects from an educational studies point of view. This will include remarks concerning methodological issues. The paper will conclude with a summary of future plans related to both the eLearning site and the creative software platform. The associated workshop will offer hands-on experience regarding both the eLearning site and creative software and include an introduction to the teachers’ packs to all interested parties at the Sempre conference.Item Metadata only Education England(Routledge, 2020-11-26) Younie, Sarah; Hudson, Brian; Leask, MarilynThe problem addressed in this chapter concerns the number of changes to the education system that have occurred, meaning that: Reforms to the English education system are unsustainable and have left it “unknowable” “unmanageable” and in its current form “unfixable”. . . These problems may be invisible to policy makers. (Whalley and Greenway, Chapter 5) British society is at a cross-roads. At the time of writing it is uncertain whether the ‘United Kingdom’ will survive because of the BREXIT divisions. Independence movements in Northern Ireland, Wales and Scotland are growing. The ‘post-war’ cross-party consensus on how to run our parliamentary democracy and the shared vision of achieving a meritocratic society through free education to degree level, free healthcare at the time of need and high quality council housing for those on low incomes and legal aid to allow citizens redress through the courts, has been shattered. The heavily cross-referenced Wikipedia entry1 on the United Kingdom’s Austerity Programme starting in 2010 makes grim reading with references to over a quarter of a million early deaths2 and with financial cutbacks principally affecting the living standards of disabled people, children, women and particularly women of colour. This is mentioned here as many teachers work in the poorer communities which have felt the burden of cutbacks acutely. Class divisions and wealth Education England inequalities are sharp and a rising tide of discontent has been provoked through policies such as tuition fees, elitism entrenched through spurious league tables of schools and universities, privatisation of council housing and policies which have led to charitable food banks becoming widespread. There is widespread dissatisfaction with the provision of education, from 0–18 years, with concerns being expressed by all political and professional stakeholders apart from the government in office. In June 2019 the Public Accounts Committee identified the Department for Education as topping a list of “concern”. In her Annual Report to Parliament, Committee Chair, Meg Hillier MP, highlighted the “lack of grip” over the academies’ system, a lack of transparency and the DfE and Ofsted’s failure to “take up the baton” over funding squeezes. (Whalley and Greenway, Chapter 5). The Confederation of British Industries say the curriculum is too narrow (CBI, 2010a, 2010b, 2012), Teacher recruitment goals are not met by the DFE and retention is poor; their own research shows over 20% of new teachers leave the profession within the first two years of teaching, and 33% leave within their first five years (DFE, 2019). An education system that is described as “unknowable”, “unmanageable” and in its current form “unfixable” (Whalley and Greenway, Chapter 5) cannot be called a system. The chaos that has ensued from a plethora of radical reforms in England since 2010 has led to this book in which the intention is to support better policy making by making explicit the options that policy makers face and the potential positive and negative consequences of their choices (see Chapter 20). In this chapter we examine a way out of the chaos in the current English education system.