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3. Preschool in Three Cultures Revisited

Author

Bjork, Christopher, Tobin, Joseph, Holloway, Susan D., Lewis, Catherine, Paine, Lynn, Shimizu, Hidetada, and Steiner-Khamsi, Gita

Subjects
Preschool in Three Cultures Revisited: China, Japan, and the United States (Nonfiction work) -- Evaluation, Education, Preschool -- Evaluation, Play schools -- Evaluation, Education, Social sciences
Published
2009

4. Exploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise

Author

Richard Nzewi, Luke Debenham, Calum MacMillan, Kiran Nadeem, Zoe Carrington, Omar Risk, Rebecca Razey, James Parkin, Sam Myers, Asanish Kalyanasundaram, Mark Awad, Zein Gowie, Julian Purdy, Simon E. V. Phillips, Zoe Wellbelove, Mike Jones, Priscilla Kirkland, Nadine Abbas, Oluseyi Adesalu, Roxanne Tajbakhsh, Oliver Shotton, Adele Heaney, Joseph Brandreth, Benjamin Human, Jamie Mac Donald Burrell, Benjamin Thompson, Wassim Merzougui, Chris Harlow, Matthew South, Angelos Mantelakis, Nora Sangvik Grandal, Samuel C. Barnes, Daniel Sims, Fady Sameh Anis, Hannah Lawrence-Smith, Thomas P. W. Cope, Farris Ziyada, Saad Majeed, Carmel Razzaghi, Jack Eldridge, Rachel Maguire, Amy Harrington, Simon Lubbock, Abdul Muiz Azri Yahaya, Roshan Ullah, Oliver P. Devine, Zoe Cashin, Usman Rasul, Daniel Tadross, Pranoy Sangal, Ngan Hong Ta, Ammar Ahmed, Mehar Chawla, Sarah Freeston, Hugo Layard Horsfall, Sohini Pawar, Eve Lancaster, Harriet Hunter, Richard Clough, Alex Eyre, Sonam Aojula, Prabhjot Singh Malhotra, Elliot Raymond-Taggert, Ciaran Grafton-Clarke, Abdelrahman Said, Katherine Aiken, Ryan Janjuha, Adam Sage, Wing Hang Serene Ho, Shree Vadera, Joyce Omatseye, Aninditya Salma Sopian, Daisy Bassey-Duke, Samuel Penrice, Tom Newman, Sarah Douglas, Helen Gilbert, Jia Jun Ang, Aisha Sooltangos, Leher Gumber, Raisa Ramjan, Nasreen Desai, Shaunak Chatterjee, Oloruntobi Rotimi, Shreya Badhrinarayanan, Chris Clements, Harriet Van Den Tooren, Bronwen Jacob-Ramsdale, Savraj Kalsi, Mrudula Utukuri, Soham Bandyopadhyay, Eleanor Houghton, Meron Esere, Sadhana Kalidindi, Chung Shen Chean, James Coultas, Emma Sanders, Jessica Coulthurst, Ahmed Ashraf, Nick Smith, Whitney General, Katherine Garnett, Emma L Howard, Joanna Rigbye, Rebecca Braine, Saba Houshangi, Christina Hood, Aadam Shah, Praveen Mahendran, Ifrah Hussain, Ben Phillips, Keshni Gudka, Alimatu Sadia Akeredolu, Reza Nasseri, Tobin Joseph, Vinay Mandagere, Charlotte Leeson, Jess Trevett, Anjola Mosuro, Othman Khaled Al-Othman, Thomas Hughes-Gooding, Eimear Reel, Vinnie Christine Daniels, Liora Wittner, Sophie Paddock, Verity Ford, Daniel Smith, Sara Venturini, Rahul Atul Shah, Martha Amy Smith, Matthew Tyler, Charlotte Boreham, Ratan Randhawa, Katie Smart, Richard Thomas Jackson-Taylor, Agnieszka Jakubowska, Andrew Christopher Harborne, Jessica Speller, Sophie Mustoe, Ibrahim Alam, Richard B. Anderson, Mohit Patel, Tess Marshall-Andon, Liam Curry, Elliot John Revell, Sami Hussain, Hassan Baig, Geoffrey Hong Kiat Yong, Emma Aspinall, Robert Spencer, Sajan Khullar, Ryan Samuels, Saleh Jawad, Oliver Jones, Ivan Aganin, Rebecca Davis, Hanelie De Waal, I. C. McManus, Ryan Clark, Adam Moxley, Charlie Caird, Ibrahim T. Fazmin, Natasha Benons, Rosalie Ogborne, Rishi K Gupta, Sahaj Kaur, Melanie Vine, Muzzamil Jelani, James Druce, Julius Elisabeth Richard Lenaerts, Anna Kane, Lucy Holloway, Lady Namera Ejamike, Tom Joseph Syer, Alena Ashby, Sophie McGovern, Simon Davies, Sophia Fitzgerald-Smith, Aradhya Vijayakumar, Stuart Pearce, Kerry Long, Joseph Beecham, Catherine Arthur, Qaisar Khan, Joshua William Kearsley, David Johnston, Ross McAllister, Hannah Douglas, Aamna Ali, McManus, I. C. [0000-0003-3510-4814], Harborne, Andrew Christopher [0000-0003-0937-1492], Horsfall, Hugo Layard [0000-0001-7848-5325], Joseph, Tobin [0000-0002-9283-9895], Smith, Daniel T. [0000-0003-1215-5811], Marshall-Andon, Tess [0000-0001-8909-1639], Samuels, Ryan [0000-0002-0886-7990], Abbas, Nadine [0000-0002-9116-2915], Baig, Hassan [0000-0001-8999-0474], Beecham, Joseph [0000-0002-4390-9164], Benons, Natasha [0000-0002-0750-6560], Caird, Charlie [0000-0001-7553-5585], Clark, Ryan [0000-0002-6143-9098], Cope, Thomas [0000-0003-0247-7411], Coultas, James [0000-0003-3381-8936], Debenham, Luke [0000-0002-3300-7802], Douglas, Sarah [0000-0003-3272-8154], Eldridge, Jack [0000-0001-6792-7714], Hughes-Gooding, Thomas [0000-0001-8483-5686], Jakubowska, Agnieszka [0000-0003-3153-8666], Jones, Oliver [0000-0003-4334-3567], Lancaster, Eve [0000-0001-5703-252X], MacMillan, Calum [0000-0002-8167-0051], McAllister, Ross [0000-0003-1686-1174], Merzougui, Wassim [0000-0001-7398-0095], Phillips, Ben [0000-0002-0489-6700], Risk, Omar [0000-0002-9226-9263], Sage, Adam [0000-0002-7763-404X], Sooltangos, Aisha [0000-0001-5675-1709], Spencer, Robert [0000-0001-9045-6260], Tajbakhsh, Roxanne [0000-0002-3753-6306], Adesalu, Oluseyi [0000-0001-8796-2701], Aganin, Ivan [0000-0002-3711-9430], Aiken, Katherine [0000-0002-3245-7772], Alam, Ibrahim [0000-0003-2853-623X], Ali, Aamna [0000-0003-1255-6113], Anderson, Richard [0000-0003-4734-0208], Anis, Fady Sameh [0000-0002-0950-3777], Arthur, Catherine [0000-0001-9551-6250], Ashraf, Ahmed [0000-0002-3921-8395], Aspinall, Emma [0000-0001-8307-1661], Awad, Mark [0000-0002-6570-010X], Yahaya, Abdul-Muiz Azri [0000-0002-7846-9322], Badhrinarayanan, Shreya [0000-0002-7159-098X], Bandyopadhyay, Soham [0000-0001-6553-3842], Barnes, Sam [0000-0001-6009-406X], Bassey-Duke, Daisy [0000-0002-0408-1042], Boreham, Charlotte [0000-0003-4828-0542], Braine, Rebecca [0000-0003-2751-3378], Brandreth, Joseph [0000-0002-6137-5928], Carrington, Zoe [0000-0002-0006-8334], Chawla, Mehar [0000-0003-0697-815X], Chean, Chung Shen [0000-0002-1625-4078], Clements, Chris [0000-0002-2567-5536], Clough, Richard [0000-0001-6941-7881], Coulthurst, Jessica [0000-0003-0714-9572], Curry, Liam [0000-0002-6906-5502], Daniels, Vinnie Christine [0000-0001-9461-8431], Davies, Simon [0000-0001-5556-7512], Davis, Rebecca [0000-0002-6960-5580], De Waal, Hanelie [0000-0002-9131-9521], Desai, Nasreen [0000-0003-4601-9084], Douglas, Hannah [0000-0001-8113-5465], Druce, James [0000-0001-6849-8560], Ejamike, Lady-Namera [0000-0001-6196-5584], Esere, Meron [0000-0002-1838-0756], Eyre, Alex [0000-0002-0474-5662], Fazmin, Ibrahim Talal [0000-0002-3300-6279], Ford, Verity [0000-0002-1364-8522], Freeston, Sarah [0000-0001-8768-5513], Garnett, Katherine [0000-0003-1135-6478], General, Whitney [0000-0002-9222-4233], Gilbert, Helen [0000-0002-5588-411X], Gowie, Zein [0000-0002-7597-7508], Grafton-Clarke, Ciaran [0000-0002-8537-0806], Gudka, Keshni [0000-0003-0880-6992], Gumber, Leher [0000-0003-0154-1207], Gupta, Rishi [0000-0003-3839-7982], Harlow, Chris [0000-0003-2912-0594], Heaney, Adele [0000-0002-0905-4342], Ho, Wing Hang Serene [0000-0002-2687-3198], Hood, Christina [0000-0001-6821-6324], Howard, Emma [0000-0001-8411-5734], Human, Benjamin [0000-0003-4445-0639], Hunter, Harriet [0000-0002-5204-2371], Hussain, Sami [0000-0002-8654-3617], Jackson-Taylor, Richard Thomas [0000-0002-6949-2977], Jacob-Ramsdale, Bronwen [0000-0001-6215-808X], Jawad, Saleh [0000-0001-8221-9871], Jelani, Muzzamil [0000-0003-3785-415X], Johnston, David [0000-0002-7078-7510], Kalidindi, Sadhana [0000-0002-4274-2913], Kalsi, Savraj [0000-0001-9103-5089], Kalyanasundaram, Asanish [0000-0003-4175-5998], Kane, Anna [0000-0002-6197-2511], Kaur, Sahaj [0000-0002-3446-6082], Al-Othman, Othman Khaled [0000-0001-5930-8593], Khan, Qaisar [0000-0002-5486-4205], Khullar, Sajan [0000-0001-6426-2892], Kirkland, Priscilla [0000-0003-2452-4207], Leeson, Charlotte [0000-0003-4735-2452], Lenaerts, Julius Elisabeth Richard [0000-0002-1626-7792], Long, Kerry [0000-0003-4546-5509], Burrell, Jamie Mac Donald [0000-0002-8175-3973], Maguire, Rachel [0000-0003-4855-5550], Mahendran, Praveen [0000-0002-4084-5222], Majeed, Saad [0000-0003-4289-5597], Malhotra, Prabhjot Singh [0000-0001-7463-3941], Mandagere, Vinay [0000-0002-2969-6457], Mantelakis, Angelos [0000-0001-7109-943X], McGovern, Sophie [0000-0002-6198-7553], Mosuro, Anjola [0000-0002-9013-9289], Moxley, Adam [0000-0001-9794-091X], Mustoe, Sophie [0000-0002-7870-1320], Myers, Sam [0000-0001-6050-4663], Nadeem, Kiran [0000-0001-5988-6780], Newman, Tom [0000-0002-7987-9948], Nzewi, Richard [0000-0002-8159-1302], Ogborne, Rosalie [0000-0003-3327-6030], Omatseye, Joyce [0000-0001-7472-4712], Parkin, James [0000-0002-1861-0822], Patel, Mohit [0000-0003-1168-2759], Pawar, Sohini [0000-0003-0224-5258], Pearce, Stuart [0000-0002-7482-0752], Penrice, Samuel [0000-0002-1142-6686], Ramjan, Raisa [0000-0002-2020-2123], Randhawa, Ratan [0000-0002-4749-4410], Rasul, Usman [0000-0001-5820-1313], Raymond-Taggert, Elliot [0000-0003-1514-6662], Razey, Rebecca [0000-0003-1971-3580], Razzaghi, Carmel [0000-0002-3264-8528], Revell, Elliot John [0000-0001-6025-094X], Rigbye, Joanna [0000-0003-4860-4084], Rotimi, Oloruntobi [0000-0002-1385-1993], Said, Abdelrahman [0000-0002-9801-4202], Sangal, Pranoy [0000-0001-5775-5859], Grandal, Nora Sangvik [0000-0002-2461-7852], Shah, Aadam [0000-0003-1841-5530], Shah, Rahul Atul [0000-0002-6981-7305], Shotton, Oliver [0000-0001-6684-3308], Sims, Daniel [0000-0002-6916-3719], Smith, Martha Amy [0000-0002-4652-3507], Smith, Nick [0000-0003-4478-2772], South, Matthew [0000-0003-2297-1089], Speller, Jessica [0000-0001-5503-4791], Ta, Ngan Hong [0000-0002-8747-5329], Tadross, Daniel [0000-0002-3593-0182], Thompson, Benjamin [0000-0002-2491-5235], Trevett, Jess [0000-0001-5008-1724], Ullah, Roshan [0000-0002-5140-6655], Utukuri, Mrudula [0000-0003-1510-469X], Vadera, Shree [0000-0001-9492-7541], Van Den Tooren, Harriet [0000-0001-9902-7147], Venturini, Sara [0000-0002-9541-0090], Vijayakumar, Aradhya [0000-0002-8702-1087], Vine, Melanie [0000-0002-7978-4375], Wittner, Liora [0000-0003-1271-4839], Yong, Geoffrey Hong Kiat [0000-0003-0103-5793], Ziyada, Farris [0000-0003-2117-7262], Devine, Oliver Patrick [0000-0001-7621-9699], Apollo - University of Cambridge Repository, McManus, IC [0000-0003-3510-4814], and Smith, Daniel T [0000-0003-1215-5811]

Subjects
Male, Students, Medical, 020205 medical informatics, Preparedness, Problem-based learning, media_common.quotation_subject, education, Specialty, lcsh:Medicine, 02 engineering and technology, National Training Study, National Student Survey, 03 medical and health sciences, Patient safety, 0302 clinical medicine, Obstetrics and gynaecology, Perception, 0202 electrical engineering, electronic engineering, information engineering, Medicine, Sanctions, Humans, Quality (business), 030212 general & internal medicine, Fitness to practise, Schools, Medical, GMC sanctions, media_common, Medical education, Postgraduate qualifications, business.industry, lcsh:R, Institutional histories, General Medicine, United Kingdom, Female, Medical school differences, business, Teaching styles, Research Article
Abstract

BackgroundMedical schools differ, particularly in their teaching, but it is unclear whether such differences matter, although influential claims are often made. The Medical School Differences (MedDifs) study brings together a wide range of measures of UK medical schools, including postgraduate performance, fitness to practise issues, specialty choice, preparedness, satisfaction, teaching styles, entry criteria and institutional factors.MethodAggregated data were collected for 50 measures across 29 UK medical schools. Data includeinstitutional history(e.g. rate of production of hospital and GP specialists in the past),curricular influences(e.g. PBL schools, spend per student, staff-student ratio), selection measures(e.g. entry grades),teaching and assessment(e.g. traditional vs PBL, specialty teaching, self-regulated learning), student satisfaction, Foundation selection scores,Foundation satisfaction,postgraduate examination performance andfitness to practise(postgraduate progression, GMC sanctions). Six specialties (General Practice, Psychiatry, Anaesthetics, Obstetrics and Gynaecology, Internal Medicine, Surgery) were examined in more detail.ResultsMedical school differences are stable across time (median alpha = 0.835). The 50 measures were highly correlated, 395 (32.2%) of 1225 correlations being significant withp p Problem-based learning (PBL) schools differ on many measures, including lower performance on postgraduate assessments. While these are in part explained by lower entry grades, a surprising finding is that schools such as PBL schools which reportedgreaterstudent satisfaction with feedback also showedlowerperformance at postgraduate examinations.More medical school teaching of psychiatry, surgery and anaesthetics did not result in more specialist trainees. Schools that taught more general practice did have more graduates entering GP training, but those graduates performed less well in MRCGP examinations, the negative correlation resulting from numbers of GP trainees and exam outcomes being affected both by non-traditional teaching and by greater historical production of GPs.Postgraduate exam outcomes were also higher in schools with more self-regulated learning, but lower in larger medical schools.A path model for 29 measures found a complex causal nexus, most measures causing or being caused by other measures. Postgraduate exam performance was influenced by earlier attainment, at entry to Foundation and entry to medical school (the so-called academic backbone), and by self-regulated learning.Foundation measures of satisfaction, including preparedness, had no subsequent influence on outcomes. Fitness to practise issues were more frequent in schools producing more male graduates and more GPs.ConclusionsMedical schools differ in large numbers of ways that are causally interconnected. Differences between schools in postgraduate examination performance, training problems and GMC sanctions have important implications for the quality of patient care and patient safety.

Published
2020

5. Strengthening the use of qualitative research methods for studying literacy

Author

Tobin, Joseph

Subjects
Bilingual education -- Research, Educational research, Education, General interest
Abstract

The politicizing of research in the service of a war against whole language, bilingual education, and constructivism and the collateral damage this war is causing, are the few problems faced by the field of qualitative research. There is an increasing concern for finding new techniques for making meaning out of the interviews and other transcripts generated in qualitative research.

Published
2005

7. Save the geeks

Author

Tobin, Joseph

Subjects
Education
Abstract

Geeks (2000, Random House), by Jon Katz, tells the story of Jesse and Eric, a couple of small-town computer enthusiasts whose profound loneliness and unhappiness as high school students was [...]

Published
2001

9. The Power of Implicit Teaching Practices: Continuities and Discontinuities in Pedagogical Approaches of Deaf and Hearing Preschools in Japan.

Author

Hayashi, Akiko and Tobin, Joseph

Subjects
*SCHOOLS for the deaf, *SIGN language education, *EDUCATION of the deaf, *SOCIAL interaction in children, *COMMUNICATION in education, *EDUCATION
Abstract

Meisei Gakuen, a private school for the deaf in Tokyo, is the only school for the deaf in Japan that uses Japanese Sign Language (JSL) as the primary language of instruction and social interaction. We see Meisei as a useful case for bringing out core issues in Japanese deaf and early childhood education, as well as for making larger arguments about the contribution of what we call "implicit pedagogical practices." In this article, we make Meisei the pivot point for two comparisons: (a) between the Meisei deaf preschool programand the programs of "regular" (nondeaf) preschools and (b) between Meisei's JSL approach and the "total communication" approach used by the public deaf preschools. The implicit pedagogical practice we track across the three types of Japanese preschool settings is mimamoru, a hesitancy of teachers to intervene in children's disputes and other social interactions. [ABSTRACT FROM AUTHOR]

Published
2014
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10. An anthropologist's reflections on defining quality in education research.

Author

Tobin, Joseph

Subjects
*EDUCATION research, *QUALITY, *ANTHROPOLOGISTS, *MEDICAL research, *RESEARCH, *EDUCATION
Abstract

In the USA there is a contemporary discourse of crisis about the state of education and a parallel discourse that lays a large portion of the blame onto the poor quality of educational research. The solution offered is 'scientific research'. This article presents critiques of the core assumptions of the scientific research as secure argument. These assumptions include: a misleading metaphorical conflation of education and medicine; an equating of 'scientific' with 'empirical' or 'rigorous'; a linear understanding of the relationship of research to practice; a parochialism that ignores research from other countries; a confusion of research quality with utility; and a naive belief in progress - 'better living (and learning) through science'. Ironically, science-based practice is put forth as the solution to what ails education in the USA in the absence of scientific evidence that such an approach to educational reform is effective. [ABSTRACT FROM AUTHOR]

Published
2007
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11. Scaling up as catachresis.

Author

Tobin, Joseph

Subjects
*EDUCATIONAL change, *EDUCATIONAL innovations, *EDUCATIONAL planning, *EDUCATION research, *COMMUNITIES of practice, *EDUCATION
Abstract

The metaphor of scaling up is the wrong one to use for describing and prescribing educational change. Many of the strategies being employed to achieve scaling up are counter-productive: they conceive of practitioners as delivery agents or consumers, rather than as co-constructors of change. An approach to educational innovation based on the concept of taking local innovations to scale carries the danger of turning schools into franchises and of reducing the global diversity of educational ideas. Sound educational ideas get scaled up not only (or primarily) through a linear, top-down model that begins with a laboratory test and ends with a road show of workshops and training sessions. They also get scaled up—in the sense of disseminated and then adapted in ways that change practice—through researchers sharing with practitioners thickly described, contextualized examples of innovative practices and then inviting practitioners to decide how best to adapt these innovative practices for their local settings. [ABSTRACT FROM AUTHOR]

Published
2005
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12. The Irony of Self-Expression.

Author

Tobin, Joseph

Subjects
SELF-actualization (Psychology), UNITED States education system, EDUCATION, PRESCHOOL education, CULTURAL relations
Abstract

By placing familiar American early childhood educational practices such as sharing time and process writing alongside unfamiliar approaches used in Japan, this article attempts to deconstruct the pedagogy of self- expression. The article argues that the pedagogy of self-expression is (1) conceptually confused and internally inconsistent, (2) insensitive to class and cultural differences within American society, and (3) a symptom of the malady of postmoclern emptiness. [ABSTRACT FROM AUTHOR]

Published
1995
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