Manchester Metropolitan University

About: Manchester Metropolitan University is a education organization based out in Manchester, Manchester, United Kingdom. It is known for research contribution in the topics: Population & Context (language use). The organization has 5435 authors who have published 16202 publications receiving 442561 citations. The organization is also known as: Manchester Polytechnic & MMU.

An ideology critique of global citizenship education

Abstract: In the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing int...

Predictors of 10-year outcome of first-episode psychosis

Abstract: BackgroundPredictors of outcome for psychosis are poorly understood. Duration of untreated psychosis (DUP) appears to predict short-term outcome although its medium- to long-term role remains unclear. Neurodevelopmental indices such as pre-morbid function and/or neurological soft signs may predict longer-term outcome. We aimed to assess the impact of a range of clinical and demographic variables on long-term outcome of a geographically defined, epidemiological first-episode psychosis cohort.MethodA 10-year follow-up was undertaken of a consecutively presenting sample of 109 cases of first-episode psychosis aged 16–50 years. Baseline assessments included positive, negative and depression symptoms, DUP, neurological soft signs and pre-morbid functioning. Multi-dimensional outcomes were assessed blind to baseline data.ResultsAll participants were traced at a mean of 10.5 years post-index admission: 11 had died, 10 from non-natural causes. Of the surviving cases, 70% were comprehensively re-assessed by interview. Summary data on the remainder were collected from their family practitioner and chart review. Poor 10-year outcomes were predicted independently by poor pre-morbid functioning, baseline negative symptoms and longer DUP. The same measures, plus neurological soft signs, appeared to predict outcomes in a DSM-IV schizophrenia/schizo-affective subgroup.ConclusionsPoor pre-morbid functioning, baseline symptoms, DUP and neurological soft signs at onset independently predict poor long-term outcome in first-episode psychosis.

Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice

Abstract: This paper draws on research carried out for the UK government during 2004---2006 to evaluate the impact of interactive whiteboards for teaching and learning in primary schools in England. Multilevel modelling showed positive gains in literacy, mathematics and science for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard (IWB). These gains were particularly strong for children of average and above average prior attainment. Classroom observations, together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results from the multilevel modelling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to examine possible reasons for the lack of impact of IWBs on the progress of low prior attainment pupils, despite their enthusiasm for the IWB and improved attention in class. The IWB is an ideal resource to support whole class teaching. Where teachers had been teaching with an IWB for 2 years and there was evidence that all children, had made exceptional progress in attainment in national tests, a key factor was the use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes of children. Young children with limited writing skills, and older pupils with special educational needs are highly motivated by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the IWB. These effects are greatest when they have the opportunity, individually or in small groups, for extended use of the IWB rather than as part of whole class teaching. The IWB is in effect a mediating artefact in interactions between teacher and pupils, and when teachers use an IWB for a considerable period of time (at least 2 years), teachers learn how to mediate the greatly increased number of possible interactions to best aid pupils' learning. The IWB's use becomes embedded in their pedagogy as a mediating artefact for their interactions with their pupils, and pupils' interactions with one another, and this is when changes in pedagogic practice become apparent.

Outcome‐based service contracts in the defence industry – mitigating the challenges

Abstract: Purpose – This case study aims to explore the risks and challenges associated with the implementation of outcome‐based contracts (OBCs) in maintenance, repair and overhaul services in the defence industry. It also aims to identify ways to address and reduce them.Design/methodology/approach – The case study approach was used to capture the dynamics of OBCs in B2B service delivery. The challenges and risks were explored using qualitative approaches such as in‐depth interviews, and findings were abstracted through grounded theory. The factors identified from the above findings were structured in a survey and validated using simple descriptive statistics.Findings – This study identified the challenges and risks of implementing OBCs, which include complexity and unpredictability of costs, dependability on customer in delivering the service and cultural change from traditional setting. Although the survey results revealed 11 factors that could mitigate these challenges and risks, the most important factors are ...