Transformational leadership practices of nurse leaders in professional nursing associations.

Science.gov (United States)

Ross, Erin J; Fitzpatrick, Joyce J; Click, Elizabeth R; Krouse, Helene J; Clavelle, Joanne T

2014-04-01

This study describes the transformational leadership (TL) practices of nurse leaders in professional nursing associations (PNAs). Professional nursing associations are vehicles to provide educational opportunities for nurses as well as leadership opportunities for members. Little has been published about the leadership practices of PNA members. E-mail surveys of 448 nurse leaders in PNAs were conducted in 2013 using the Leadership Practices Inventory (LPI). The top 2 TL practices of these nurse leaders were enabling others to act and encouraging the heart. Respondents with more leadership training reported higher TL practices. This is the 1st study to describe TL practices of nurse leaders in PNAs. Results of this study show that nurse leaders of PNAs emulate practices of TL. Transformational leaders can mobilize and direct association members in reaching shared values, objectives, and outcomes. Understanding TL practices of nurse leaders in PNAs are important to the future of nursing in order to enable nurses to lead change and advance health through these organizations.

Nursing Education Leaders' Perceived Leadership Practices

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DeLong, Dianne

2010-01-01

The purpose of this study was to examine the leadership practices perceived by nursing education leaders as measured by the Leadership Practices Inventory (LPI). The framework used was a contemporary transformational leadership model described in "The Leadership Challenge" ("4th ed.") by Dr. James Kouzes and Dr. Barry Posner,…

Rethinking Health Professions Education through the Lens of Interprofessional Practice and Education

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Brandt, Barbara F.

2018-01-01

Using adult learning principles, health professions educators are well positioned to create interprofessional learning systems for collaborative, team-based practice in the transforming health-care system.

Applying adult learning practices in medical education.

Science.gov (United States)

Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

2014-07-01

The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead

Veteran Affairs Centers of Excellence in Primary Care Education: transforming nurse practitioner education.

Science.gov (United States)

Rugen, Kathryn Wirtz; Watts, Sharon A; Janson, Susan L; Angelo, Laura A; Nash, Melanie; Zapatka, Susan A; Brienza, Rebecca; Gilman, Stuart C; Bowen, Judith L; Saxe, JoAnne M

2014-01-01

To integrate health care professional learners into patient-centered primary care delivery models, the Department of Veterans Affairs has funded five Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of health care training from profession-specific "silos" to interprofessional, team-based educational and care delivery models in patient-centered primary care settings. CoEPCE implementation emphasizes four core curricular domains: shared decision making, sustained relationships, interprofessional collaboration, and performance improvement. The structural models allow interprofessional learners to have longitudinal learning experiences and sustained and continuous relationships with patients, faculty mentors, and peer learners. This article presents an overview of the innovative curricular models developed at each site, focusing on nurse practitioner (NP) education. Insights on transforming NP education in the practice setting and its impact on traditional NP educational models are offered. Preliminary outcomes and sustainment examples are also provided. Published by Mosby, Inc.

Shame and Transformation in the Theory and Practice of Adult Learning and Education

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Walker, Jude

2017-01-01

Shame both stymies and motivates learning; it prevents adults from participating in educational programs yet, with accompanied self-examination, it can be the catalyst for transformation. While fundamental for understanding adult learning, shame is (shamefully) inadequately theorized in the field of adult education: We don't talk enough about…

Player Transformation of Educational Multiplayer Games

DEFF Research Database (Denmark)

Magnussen, Rikke; Misfeldt, Morten

2004-01-01

transformed the game to accommodate social interaction. With these transformed ways of playing the game, they managed to get to the top of the high score list while avoiding the educational parts of the game. Players transforming educational games to escape learning elements can be a problem when these games...... are used for formal education. In this paper we argue that player transformation of educational games can, however, be the basis of exciting and unconventional learning of valuable things, such as how to transform information technology to better accommodate social interaction.......Children's great interest in multiplayer games has led to attempts to design educational multiplayer games. In this study, we have studied a test of an educational multiplayer game designed for mathematics education for children aged nine to twelve. In our observations, it became clear that pupils...

Transformational leadership in medical practice: capturing and influencing principles-driven work.

Science.gov (United States)

Gabel, Stewart

2012-01-01

The importance of leadership in medicine is well recognized. Transformational leadership is a well-defined model that provides an empirically supported approach to foster organizational and personal change. It has been applied in health care settings with favorable outcomes. Transformational leadership is intended to help subordinates and followers transcend usual expectations of their own capabilities to reach higher levels of performance and personal meaning. The application of transformational leadership is appropriate to physicians in many roles, including to those who are supervisors in medical education or practice as team members in outpatient settings. Illustrations exemplify these points.

Transformative Learning as an "Inter-Practice" Phenomenon

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Hodge, Steven

2014-01-01

Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing…

Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

Science.gov (United States)

Ironside, Pamela M

This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

Acceptance and Transformation of English Educational Theory in Japan: On Student-Centered Education

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Kuwamura, Teresa

2014-01-01

In Japan, various theories and methodologies of English education born in other countries have been practiced, but the result has left a lot to be desired. Still, each theory has its own sociocultural background. When theory goes beyond its culture and locality, it transforms by losing its originality and absorbing new elements from a different…

The Authority of "Bildung": Educational Practices in Early Childhood Education

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Thompson, Christiane

2015-01-01

This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of "Bildung"--as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation…

Illuminating a dialectical transformative activist stance in education

Science.gov (United States)

Ritchie, Stephen M.

2008-07-01

In this essay I comment on Stetsenko's (2008) essay that draws together the work of Vygotsky, Piaget and Dewey, as she attempts to counter the `new' reductionist synthesis in public educational policy. While this theoretical work is helpful, it could be enhanced further by illuminating everyday practices of learners. I pose some questions that might provoke ongoing discussions by researchers as they transform collaboratively cultural-historical activity theory.

EDUCATION AS THE PRACTICE OF FREEDOM AND THE PROSPECT OF INTEGRAL EDUCATION IN HIGHER EDUCATION

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João Ricardo Silva

2018-03-01

Full Text Available In this article we discuss the idea of Education as a Freedom Practice, taking into account an emancipatory perspective of Integral Education for Higher Education. Thus, we reflect on an integral education in opposition to the hegemonic and simplistic version of an education for the market and even in opposition to that which means absorption of superior objective knowledge. The methodology used was the bibliographical research, where we sought a dynamic synthesis between Marxist authors and the colonial / postcolonial discussion. The theoretical horizon was a dialectical historical materialism, but without neglecting that knowledge is beyond the Western gaze and that science is not the only logic of valid knowledge. Given that knowledge is not only a reflection of reality, but the interpretation of this, the search for an integral education is also the search for inter-knowledge. This leads us to deacralize the university and to transform it into a place of building democratic relations. Keywords: Integral Education. Practices of freedom. Higher Education.

When is educational specialization heterogeneity related to creativity in research and development teams? Transformational leadership as a moderator.

Science.gov (United States)

Shin, Shung J; Zhou, Jing

2007-11-01

The authors examined conditions under which teams' educational specialization heterogeneity was positively related to team creativity. Using a sample of 75 research and development teams, the authors theorized and found that transformational leadership and educational specialization heterogeneity interacted to affect team creativity in such a way that when transformational leadership was high, teams with greater educational specialization heterogeneity exhibited greater team creativity. In addition, teams' creative efficacy mediated this moderated relationship among educational specialization heterogeneity, transformational leadership, and team creativity. The authors discuss the implications of these results for research and practice. (c) 2007 APA

Quality as Transformation: Educational Metamorphosis

Science.gov (United States)

Cheng, Ming

2014-01-01

The notion of "quality as transformation" has been widely used in the higher education sector. However, both quality and transformation are elusive terms. There is little research exploring how quality could be equated to transformation in the learning process. This paper will provide an insight into the relationship between quality and…

Good Practices for Transforming Education

Science.gov (United States)

Benavente, Ana; Panchaud, Christine

2008-01-01

This text is a guide to the reading and interpretation of the "good practices" that are developing in the countries participating in this project and elsewhere. A systematic approach to the factors making up a "good practice" has enabled us to share our analyses in a more structured manner and to reflect on their potential for…

Transforming Public Education: Cases in Education Entrepreneurship

Science.gov (United States)

Childress, Stacey M., Ed.

2010-01-01

For nearly two decades, education entrepreneurs have been working to transform the K-12 public education system in the United States. "Social entrepreneurship" has become part of the language of a new generation of idealists, many of whom are focused on education. The nineteen cases in this book profile entrepreneurs who are pursuing…

A Correlational Study on Transformational Leadership and Resilience in Higher Education Leadership

Science.gov (United States)

Wasden, Shane T.

2014-01-01

This quantitative correlational study investigated the relationship between self-perceived transformational leadership and self-perceived resilience within the confines of higher education leadership. This dissertation is written from a professional practice doctorate (PPD) perspective. A discussion of the PPD and its components is provided along…

EDUCATIVE INNOVATION PROCESS IN UNIVERSITY FORMATION, NEW PRODUCTIVE BESTS PRACTICES IN EDUCATIVE TECHNOLOGY

Directory of Open Access Journals (Sweden)

Bartolomé Rubia-Avi

2010-02-01

Full Text Available The influence of educational innovation in the transformation of Spanish Universities to achieved the goals posed by the European Higher Education Area is a crucial aspect for this reform. This process of deep impact within the European countries is promoting the revision of traditional teaching methods. Small groups of teachers and communities of practice are leading this revision by reflecting upon the main issues affecting the higher education system at the same time that they propose horizontal innovations to overcome them. Information and Communication Technologies are becoming of special relevance with regard to the aforementioned innovations. This paper describes a experience conducted within the GSIC-EMIC research team that illustrates the efforts done by a community of teachers at the University of Valladolid (Spain to analyze and improve their own teaching practices.

Avatar-mediation and transformation of practice in a 3D virtual world

DEFF Research Database (Denmark)

Riis, Marianne

2016-01-01

The purpose of this study is to understand and conceptualize the transformation of a particular community of pedagogical practice based on the implementation of the 3D virtual world, Second Life™. The community setting is a course at the Danish online postgraduate Master's programme on ICT...... and Learning, which is formally situated at Aalborg University. The study is guided by two research questions focusing on the participants' responses to the avatar phenomenon and the design of the course. In order to conduct and theorize about the transformation of this community of practice due to the 3D....... In summary, the study contributes with knowledge about 3D Virtual Worlds, the influence of the avatar phenomenon and the consequences of 3D-remediation in relation to teaching and learning in online education. Based on the findings, a conceptual design model, a set of design principles, and a design...

Towards Transformative Leadership in Education

Science.gov (United States)

van Oord, Lodewijk

2013-01-01

This article argues that an educational organization's type of leadership will to a very large extent determine the quality of personal transformation it instigates among its stakeholders. Focusing on the importance of transformative leadership, such leadership will be viewed as a critical and collaborative process in which school-based…

Shared Curriculum Model: A Promising Practice for Education Transformation.

Science.gov (United States)

Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean

2015-12-01

The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. Copyright 2015, SLACK Incorporated.

The ways of transformation and adaptation of educational tools for modern conditions

Directory of Open Access Journals (Sweden)

V. V. Chuhunov

2013-02-01

Full Text Available The problems of education under present-day conditions, conditioned by dissociation between the informative space determined by the media and information environment and educational space, formed by educational establishments and given by them package of educational data were analyzed; with the help of competence-sentence archive-analysis of practices didactically connotated mechanisms in the context of media and information space associated with the sphere of education were analized. Variants and methods of modernisation of modern educational space were propozed; the ways of transformation and adaptation of educational instruments to present-day conditions were concidered. It was performed the review of innovative hardware and software resources which satisfied educational process, within the framework of the electronic thematic informative contents as well.

Transforming Leadership Development for Significant Learning.

Science.gov (United States)

Owen, Julie E

2015-01-01

Leadership education is undergoing a transformation where powerful pedagogies and emerging knowledge about the scholarship of teaching and learning supplant long held and often-outmoded practices of leadership education. This transformation requires new commitments to evidence-based practice, critical consciousness, and more complex understanding of the levers of leadership learning. © 2015 Wiley Periodicals, Inc., A Wiley Company.

Using an expanded outcomes framework and continuing education evidence to improve facilitation of patient-centered medical home recognition and transformation.

Science.gov (United States)

Van Hoof, Thomas J; Kelvey-Albert, Michele; Katz, Matthew; Lalime, Ken; Sacks, Ken; Meehan, Thomas P

2014-01-01

The patient-centered medical home is a model for delivering primary care in the United States. Primary care clinicians and their staffs require assistance in understanding the innovation and in applying it to practice. The purpose of this article is to describe and to critique a continuing education program that is relevant to, and will become more common in, primary care. A multifaceted educational strategy prepared 20 primary care private practices to achieve National Committee for Quality Assurance Level 3 recognition as Patient-Centered Medical Homes. Eighteen (90%) practices submitted an application to the National Committee for Quality Assurance. On the first submission attempt, 13 of 18 (72%) achieved Level 3 recognition and 5 (28%) achieved Level 1 recognition. An interactive multifaceted educational strategy can be successful in preparing primary care practices for Patient-Centered Medical Homes recognition, but the strategy may not ensure transformation. Future educational activities should consider an expanded outcomes framework and the evidence of effective continuing education to be more successful with recognition and transformation.

The Virginia pharmacy practice transformation conference: outcomes and next steps.

Science.gov (United States)

Silvester, Janet A

2012-04-01

Thought leaders in Virginia came together to achieve consensus on the pharmacy practice innovations required to advance the medication-related health outcomes of patients in the Commonwealth. The participants identified key elements and strategies needed for practice transformation and these became the foundation for practice change. The primary key elements included legislation and regulation modifications, payment reform, and business model development. The Virginia Pharmacy Congress, which represents key pharmacy stakeholders in the Commonwealth, became the home for the transformation movement and the development and implementation of a unified action plan for achieving the envisioned practice transformation.

The Transformative Power of Communication: Democratizing Practices for the General Education Classroom

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Haynal, Kaitlyn

2016-01-01

This article examines the common communication practices of deliberation, discussion, delivery, and debate, for their democratizing potential through their greater inclusion in all general education classrooms. It argues that these tools are underutilized outside of communication classrooms but offer numerous benefits to teachers and students…

The Time Is Now: Using Graduates' Practice Data to Drive Medical Education Reform.

Science.gov (United States)

Triola, Marc M; Hawkins, Richard E; Skochelak, Susan E

2018-02-13

Medical educators are not yet taking full advantage of the publicly available clinical practice data published by federal, state, and local governments, which can be attributed to individual physicians and evaluated in the context of where they attended medical school and residency training. Understanding how graduates fare in actual practice, both in terms of the quality of the care they provide and the clinical challenges they face, can aid educators in taking an evidence-based approach to medical education. Although in their infancy, efforts to link clinical outcomes data to educational process data hold the potential to accelerate medical education research and innovation. This approach will enable unprecedented insight into the long-term impact of each stage of medical education on graduates' future practice. More work is needed to determine best practices, but the barrier to using these public data is low and the potential for early results is immediate. Using practice data to evaluate medical education programs can transform how the future physician workforce is trained and better align continuously learning medical education and health care systems.

Internet research and ethics: transformative issues in nursing education research.

Science.gov (United States)

Mahon, Pamela Young

2014-01-01

As practice in the educational and clinical settings seeks to be evidence based, faculty are increasingly required to conduct research and publish the results to advance the science of our profession. The purpose of this article is to discuss transformative research ethics because Internet use is an increasing component of current research studies. How nurse educators can engage in research-utilizing methodologies inclusive of technology while adhering to ethical standards developed before the advance of the Internet is reviewed. Recommendations are cited to address the new questions that arise at institutional review board meetings resulting from potential ethical implications of using students or research participants in cyber space. © 2014.

Queering Transformation in Higher Education

Science.gov (United States)

Msibi, Thabo

2013-01-01

Transformation in higher education has tended to focus on race and sex, at the expense of other forms of discrimination. This article addresses the silencing of "queer" issues in higher education. Using queer theory as a framework, and drawing on current literature, popular media reports, two personal critical incidents and a project…

Dialogic Learning: Basis for Education & Transformation in Brasil

Directory of Open Access Journals (Sweden)

Adriana Marigo

2011-10-01

Full Text Available The present paper aims to introduce the Nucleus of Investigation and Social and Educational Action (NIASE, which is an academic nucleus in Brazil whose practices are based on the concept of dialogic learning as well as on the communicative action theory by Jürgen Habermas and on the concept of dialogicity by Paulo Freire. Dialogic learning is the result of dialogue directed to the overcoming of social and educational challenges which can be achieved through seven articulated principles: egalitarian dialogue, cultural intelligence, transformation, instrumental dimension, creation of meaning, sympathy and equality of differences. NIASE, which was founded in Brazil in 2002 with the purpose of working with education, research and extension, has found in dialogic learning the support for the democratic organization of schooling and on schooling educational environments, whose participants decide on seeking learning qualification and the social respect from the involved groups. As a result of such actions, the concept of dialogic learning has made an impact on education and academic production in Brazil, therefore contributing to consolidate the social commitment and the dialogue between the scientific community and the broader context in which it is involved.

Facilitators of transforming primary care: a look under the hood at practice leadership.

Science.gov (United States)

Donahue, Katrina E; Halladay, Jacqueline R; Wise, Alison; Reiter, Kristin; Lee, Shoou-Yih Daniel; Ward, Kimberly; Mitchell, Madeline; Qaqish, Bahjat

2013-01-01

This study examined how characteristics of practice leadership affect the change process in a statewide initiative to improve the quality of diabetes and asthma care. We used a mixed methods approach, involving analyses of existing quality improvement data on 76 practices with at least 1 year of participation and focus groups with clinicians and staff in a 12-practice subsample. Existing data included monthly diabetes or asthma measures (clinical measures) and monthly practice implementation, leadership, and practice engagement scores rated by an external practice coach. Of the 76 practices, 51 focused on diabetes and 25 on asthma. In aggregate, 50% to 78% made improvements within in each clinical measure in the first year. The odds of making practice changes were greater for practices with higher leadership scores (odds ratios = 2.41-4.20). Among practices focused on diabetes, those with higher leadership scores had higher odds of performing nephropathy screening (odds ratio = 1.37, 95% CI, 1.08-1.74); no significant associations were seen for the intermediate outcome measures of hemoglobin A1c, blood pressure, and cholesterol. Focus groups revealed the importance of a leader, typically a physician, who believed in the transformation work (ie, a visionary leader) and promoted practice engagement through education and cross-training. Practices with greater change implementation also mentioned the importance of a midlevel operational leader who helped to create and sustain practice changes. This person communicated and interacted well with, and was respected by both clinicians and staff. In the presence of a vision for transformation, operational leaders within practices can facilitate practice changes that are associated with clinical improvement.

Cost of Transformation among Primary Care Practices Participating in a Medical Home Pilot.

Science.gov (United States)

Martsolf, Grant R; Kandrack, Ryan; Gabbay, Robert A; Friedberg, Mark W

2016-07-01

Medical home initiatives encourage primary care practices to invest in new structural capabilities such as patient registries and information technology, but little is known about the costs of these investments. To estimate costs of transformation incurred by primary care practices participating in a medical home pilot. We interviewed practice leaders in order to identify changes practices had undertaken due to medical home transformation. Based on the principles of activity-based costing, we estimated the costs of additional personnel and other investments associated with these changes. The Pennsylvania Chronic Care Initiative (PACCI), a statewide multi-payer medical home pilot. Twelve practices that participated in the PACCI. One-time and ongoing yearly costs attributed to medical home transformation. Practices incurred median one-time transformation-associated costs of $30,991 per practice (range, $7694 to $117,810), equivalent to $9814 per clinician ($1497 to $57,476) and $8 per patient ($1 to $30). Median ongoing yearly costs associated with transformation were $147,573 per practice (range, $83,829 to $346,603), equivalent to $64,768 per clinician ($18,585 to $93,856) and $30 per patient ($8 to $136). Care management activities accounted for over 60% of practices' transformation-associated costs. Per-clinician and per-patient transformation costs were greater for small and independent practices than for large and system-affiliated practices. Error in interviewee recall could affect estimates. Transformation costs in other medical home interventions may be different. The costs of medical home transformation vary widely, creating potential financial challenges for primary care practices-especially those that are small and independent. Tailored subsidies from payers may help practices make these investments. Agency for Healthcare Research and Quality.

Educational Reevaluation, Political Transformation: Québec and Higher Education

Science.gov (United States)

Unger, Zoe

2013-01-01

This paper considers the history of Québec's higher education system and the reforms that have contributed to the role of education in the province. Québec's education system has repeatedly been a site for social and political transformation; most recently, reevaluation of education's role in the province has revealed a tension between…

Control practices contribute to premature transformer failures

Energy Technology Data Exchange (ETDEWEB)

Jauch, E.T. [Beckwith Electric Company Inc., Largo, FL (United States)

2007-07-01

Studies of premature load tap changer (LTC) transformer failures on utility systems have shown the tap changers to be the primary contributing factor. Some of the LTC factors that lead to transformer failures include oil quality and particulate contamination; LTC contact temperature rise; contact coking; carbon film build-up; short circuit mechanical forces; and contact wear and arcing. These factors create increasing contact resistance thereby increasing voltage drop, localized heating, contact pitting, oil contamination and general deterioration. This paper discussed utility tapchanger control practices and methods of determining control functions to be activated as well as the determination of optimum settings contributing to excessive or untimely tap change operations. The transformer applications that were considered included transmission tie transformers as well as transmission distribution interface transformers. The paper discussed the circulating current paralleling method and the circulating reactive current or var sharing paralleling method. Several common practices were discussed, including basic voltage control ranges and setting effects; timing options available; LDC misapplications; first house protection methods; and various paralleling techniques. It was concluded that although there are several other methods of paralleling power transformers, many are not applicable under certain system configurations. In these applications, improper use of a paralleling method or improper setting and commissioning may cause hunting for appropriate tap positions and dramatically increase the number of tap changes, causing wear and degradation of the tap changer contacts. 3 refs., 5 figs.

Educational laptops in public schools: digital literacy and possibilities of transforming pedagogical practices

Directory of Open Access Journals (Sweden)

Carla Beatris Valentini

2013-01-01

Full Text Available The presence of educational laptops in the routine of students and teachers might contribute for the construction of innovative alternatives for the teaching practice. With that in mind, this paper starts with the idea that the insertion of educational laptops in 1:1 model might be a disturbing element, triggering a process of reflection and awareness of the teaching practice on teachers themselves. That could lead to redimensioning the pedagogical practice in a movement towards including the laptop significantly in the school routine. We present a case study from an exploratory perspective about the insertion of laptops in a public school (from elementary to junior high, analyzing the process of digital literacy taking place in that school community. In that sense, digital literacy implies on the interaction in social networks that allow exploration and research, teaching and criticizing in a construction process of learning and knowing mediated by digital technologies. To do so, from the non-linearity that accompanies the communication flows emerging from these technologies, students and teachers are instigated to find new meanings, where reading and writing consist in sharing knowledge and opinions and not only an assignment to hand in.

The Best Practices for School Transformation: A Multiple-Case Study

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Waheed, Zarina; Hussin, Sufean; Bin Megat Daud, Megat Ahmad Kamaluddin

2018-01-01

Purpose: The purpose of this paper is to explore the best practices of school leaders, teachers, pupils, parents and the community in selected transformed schools in Selangor, Malaysia. Design/methodology/approach: This qualitative multiple-case study explores the best practices in two selected transformed schools through in-depth interviews,…

Transformational Leadership in Education: Concept Analysis

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Cristina MORA

2012-12-01

Full Text Available Leadership has been one of the most studied concepts in the last 50 years in Western countries but has become a buzz word in social sciences in the former communist countries only recently. Transformational leadership theory is of high interest for social researchers especially because of the argument of achieving performance beyond the expectations that it promises. The present paper is focused on offering a short theoretical framing of transformational leadership and discusses from a theoretical standpoint the possibility of a transformational change of the Romanian educational system starting from the transformational leadership paradigm.

Transformational leadership in merging higher education institutions: A case study

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Crispen Chipunza

2010-06-01

Research purpose: The objectives of this study were to establish an understanding of ‘transformational leadership’ and to determine the extent to which it was employed by leaders in an institution of higher education which had incorporated another institution. Motivations for the study: The study provides a starting point, not only for the successful implementation of higher education changes in the future but also the building of leadership commitment and alignment to the proposed changes in the sector as well as the development of institutional leadership teams to take responsibility for any other transformation processes. Research design, approach and method: The population of the study consisted of 350 full-time employees of the institution who had experienced the incorporation process. Two samples – one consisting of six executive management leaders and the other consisting of 153 employees – were used. Both qualitative and quantitative research approaches were employed using the case study method. Main findings: Results showed that transformational principles of idealised influence, intellectual stimulation, and inspirational motivation principles were used more than others and that employees were generally not satisfied with how the incorporation process had taken place. Practical/managerial implications: The results of the study affected the attitude and satisfaction of the employees in this study. Contribution/value-add: The study reveals that leaders in the institution played key roles such as shared vision, team work and the creation of an enabling environment. An important point that has emanated from this study is the evidence that during transformation, a lack of strategic direction and empowering of followers and capacitating them leads to dissatisfaction with the whole process, despite the transformation process being declared a success.

Professional Education: Key to Transformation

National Research Council Canada - National Science Library

Reoyo, Paul

2002-01-01

The Army, as an institution must face up to the new challenges of the 21st century and transform professional education with the same urgency and energy it is applying to develop the Objective Force...

Transforming distance education curricula through distributive leadership

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Mike Keppell

2010-12-01

Full Text Available This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

Education as Habitus Transformations

Science.gov (United States)

von Rosenberg, Florian

2016-01-01

Unlike a conventional reading of Bourdieu, this article focuses on his work with regard to the transformation of social structure. In the context of a rereading, from an educational theory perspective, the article proposes an approach that allows for the linking of empirically informed social theory, on the one hand, and biography research…

ANALYSIS OF DOMESTIC AND INTERNATIONAL APPROACHES TO THE ADVANCED EDUCATIONAL PRACTICES IN THE ELECTRONIC NETWORK ENVIRONMENT

Directory of Open Access Journals (Sweden)

Tatiana N. Noskova

2016-12-01

Full Text Available Introduction: human activities related to the use of information are being transformed under the influence of computer technology. Variable solutions to information problems are emerging; demands and require¬ments for the competence are changing on the labour market. Educational practices are destined to form a new learning behaviour for the 21st century, adopting lifelong learning strategy. The main purpose of the article is to answer the question as to how to transform existing pedagogical theory and practice under current conditions of electronic environment. Publishing of this article is coherent with concept of the journal Integration of Education, analyzing Russian and world experience in the development of education systems. This approach is important for dissemination and implementation in practice. This article explores the challenges of information technology and technical support of the educational process in universities and schools. The study of these issues is in the field of view of the journa l. Materials and Methods: the paper elaborates on the results of domestic and international educational theory and practice, comparison methods, drawing on student’s survey in the framework of international research in the field of e-learning in higher education institutions. Results: the main approaches, applied to the formulation of educational practices in the electronic environ-ment, were analyzed. The most topical national approaches include system, activity, polysubject (dialogical, context, and dialogical ones. Among international approaches self-directed learning, educational communication strategies, experiential learning, training in partnership, collaborative learning, learning in online communities, situational training were analyzed. Specifics of electronic educational interactions with distributed in time and space activities of teachers and students, create the preconditions for the implementation of new educational

Transforming Public Education: Cases in Education Entrepreneurship. Instructor's Guide

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Childress, Stacey M., Ed.

2010-01-01

This instructor's guide is intended for use with "Transforming Public Education: Cases in Education Entrepreneurship." This volume includes a teaching note for each case in the student edition; the note provides basic guidance in how to initaite and organize the flow of the case discussion as well as how the case links to others before…

Transforming nursing education in a 140-character world: The efficacy of becoming social.

Science.gov (United States)

Stevens, Karen Patterson; Nies, Mary A

A generational gap exists across educational settings today. The potential and actual mismatch of learning styles and curriculum delivery suggests that the current educational models are in need of change. The advent of social media has transformed students from passive recipients of information to co-creators and engaged members of a global and information rich community. Responding proactively with social media integration through a responsive curriculum delivery system would serve to enhance student engagement and improve collaborative learning opportunities. Future implications for social media use in research and education will allow for rapid and efficient research to practice dissemination. Copyright © 2017 Elsevier Inc. All rights reserved.

Nurse Leadership and Informatics Competencies: Shaping Transformation of Professional Practice.

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Kennedy, Margaret Ann; Moen, Anne

2017-01-01

Nurse leaders must demonstrate capacities and develop specific informatics competencies in order to provide meaningful leadership and support ongoing transformation of the healthcare system. Concurrently, staff informatics competencies must be planned and fostered to support critical principles of transformation and patient safety in practice, advance evidence-informed practice, and enable nursing to flourish in complex digital environments across the healthcare continuum. In addition to nurse leader competencies, two key aspects of leadership and informatics competencies will be addressed in this chapter - namely, the transformation of health care and preparation of the nursing workforce.

Education(al) Research, Educational Policy-Making and Practice

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Clark, Charles

2011-01-01

Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing "educational research" which seeks directly to influence practice, and "education research" that has substantive value but no necessary practical application. The status of the science here is problematic. The positivist approach is…

Transformative education: Pathways to identity, independence and hope

Directory of Open Access Journals (Sweden)

Peter Howard

2010-11-01

Full Text Available In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence. Clemente Australia (CA is an example of community embedded, socially supported university education (CESS. Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs. For the students, the university (Australian Catholic University and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage. key words: transformation; education; community

Changing stress while stressing change: the role of interprofessional education in mediating stress in the introduction of a transformative technology.

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Gillan, Caitlin; Wiljer, David; Harnett, Nicole; Briggs, Kaleigh; Catton, Pamela

2010-11-01

The introduction of a transformative technology into practice settings can affect the functioning of interprofessional teams, placing stress on interprofessional relationships, thus slowing adoption and change. This study explored the potential of an interprofessional education (IPE) approach to mediate this stress and facilitate the adoption of a transformative technology- Image Guided Radiation Therapy (IGRT). Oncologists, physicists, and therapists in radiation medicine who attended an interprofessional IGRT Education Course were interviewed about perceived benefits and stressors to IPE and to interprofessional practice (IPP) in the IGRT context. A modified grounded theory approach was used to conduct 14 interviews, with 200 minutes of interview time recorded. In introducing IGRT, participants noted interprofessional stress in understanding and adopting new technology. IPE offered common terminology, appreciation for others' knowledge, and a holistic framework for practice. Outcomes were thought to foster collaboration, efficiency, and improved professional role definition. Time constraints and power relations were noted to be residual stressors exacerbated by IPE, but were thought to be transient. IPE can thus be of benefit in the implementation of transformative technologies such as IGRT, through mediation of interprofessional stress inherent in change. Interprofessional knowledge, collaboration, and efficiency in practice facilitate the development and adoption of a new practice model.

Student and Preceptor Advancement in a Dedicated Education Site: Innovation in Clinical Education for Advanced Practice Nurses.

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Hall, Katherine C; Diffenderfer, Sandy K; Stidham, April; Mullins, Christine M

2018-04-19

In the 1990s, dedicated education units transformed undergraduate preceptorships, but graduate preceptorships remain static. The dyadic nurse practitioner preceptorship model supports an environment where faculty, students, and preceptors may overlook nuances that affect the teaching-learning process. This article describes an innovative clinical education model, Student and Preceptor Advancement in a Dedicated Education Site, designed to improve preceptorships for advanced practice nurses. The focus is on adaptations made to facilitate use in advanced practice nursing programs.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.

Communities of practice: pedagogy and internet-based technologies to support educator's continuing technology professional development in higher education

OpenAIRE

Schols, Maurice

2011-01-01

Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice suppor...

Human rights literacy: Moving towards rights-based education and transformative action through understandings of dignity, equality and freedom

Directory of Open Access Journals (Sweden)

Anne Becker

2015-05-01

Full Text Available The twentieth century has been characterised by the proliferation of human rights in the discursive practices of the United Nations (Baxi, 1997. In this article, we explore the continual process of rights-based education towards transformative action, and an open and democratic society, as dependent upon the facilitation of human rights literacy in teacher training. Our theoretical framework examines the continual process of moving towards an open and democratic society through the facilitation of human rights literacy, rights-based education and transformative action. We focus specifically on understandings of dignity, equality and freedom, as both rights (legal claims and values (moral action across horizontal and vertical applications, considering the internalisation and implementation of dignity, equality and freedom towards transformative action. Our analysis of data stemming from a project funded by the National Research Foundation (NRF entitled 'Human Rights Literacy: A quest for meaning', brought student-teachers' understandings into conversation with the proposed theoretical framework. In terms of understandings related to dignity, equality and freedom, participants seemingly understand human rights either as legal interests, or alternatively, as they pertain to values such as caring, ubuntu, respect, human dignity and equality. Legal understandings primarily focus on the vertical application of the Bill of Rights (RSA, 1996a and the role of government in this regard, whereas understandings related to the realisation of values tended to focus on the horizontal applications of particularly dignity and equality as the product of the relation between self and other. We conclude the article by linking the analysis and the theoretical framework to education as a humanising practice within human rights as a common language of humanity. In so doing, we argue that human rights literacy and rights-based education transcend knowledge about human

Transformational and Transactional Leadership: Association With Attitudes Toward Evidence-Based Practice

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Aarons, Gregory A.

2006-01-01

Objective Leadership in organizations is important in shaping workers’ perceptions, responses to organizational change, and acceptance of innovations, such as evidence-based practices. Transformational leadership inspires and motivates followers, whereas transactional leadership is based more on reinforcement and exchanges. Studies have shown that in youth and family service organizations, mental health providers’ attitudes toward adopting an evidence-based practice are associated with organizational context and individual provider differences. The purpose of this study was to expand these findings by examining the association between leadership and mental health providers’ attitudes toward adopting evidence-based practice. Methods Participants were 303 public-sector mental health service clinicians and case managers from 49 programs who were providing mental health services to children, adolescents, and their families. Data were gathered on providers’ characteristics, attitudes toward evidence-based practices, and perceptions of their supervisors’ leadership behaviors. Zero-order correlations and multilevel regression analyses were conducted that controlled for effects of service providers’ characteristics. Results Both transformational and transactional leadership were positively associated with providers’ having more positive attitudes toward adoption of evidence-based practice, and transformational leadership was negatively associated with providers’ perception of difference between the providers’ current practice and evidence-based practice. Conclusions Mental health service organizations may benefit from improving transformational and transactional supervisory leadership skills in preparation for implementing evidence-based practices. PMID:16870968

EDUCATIONAL PARADIGM TRANSFORMATION IN THE CONTEXT OF GREEN ECONOMY

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A. A. Muravyeva

2016-01-01

planning and implementation of practical organizational and substantial actions for «green» transformation of educational institutions. The results of the provided research will be also useful in case of creation of programs for system of continuing vocational education of teachers, methodologists and heads of educational organizations.

"Transformative Looks": Practicing Citizenship through Photography

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Pereira, Sónia; Maiztegui-Oñate, Concha; Mata-Codesal, Diana

2016-01-01

Purpose: The article discusses the meanings of citizenship and citizenship education when formal citizenship is restricted by exploring the potential of photography education and practice as a tool that promotes the exercise of citizenship in the context of non-formal critical adult education. By doing it, this text aims to enhance our…

100 Years of Attempts to Transform Physics Education

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Otero, Valerie K.; Meltzer, David E.

2016-12-01

As far back as the late 1800s, U.S. physics teachers expressed many of the same ideas about physics education reform that are advocated today. However, several popular reform efforts eventually failed to have wide impact, despite strong and enthusiastic support within the physics education community. Broad-scale implementation of improved instructional models today may be just as elusive as it has been in the past, and for similar reasons. Although excellent instructional models exist and have been available for decades, effective and scalable plans for transforming practice on a national basis have yet to be developed and implemented. Present-day teachers, education researchers, and policy makers can find much to learn from past efforts, both in their successes and their failures. To this end, we present a brief outline of some key ideas in U.S. physics education during the past 130 years. We address three core questions that are prominent in the literature: (a) Why and how should physics be taught? (b) What physics should be taught? (c) To whom should physics be taught? Related issues include the role of the laboratory and attempts to make physics relevant to everyday life. We provide here only a brief summary of the issues and debates found in primary-source literature; an extensive collection of historical resources on physics education is available at https://sites.google.com/site/physicseducationhistory/home.

Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal with Social Justice Education

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Cammarota, Julio; Romero, Augustine

2011-01-01

The authors discuss how participatory action research (PAR) informs the pedagogy and epistemology of the social justice education. PAR facilitates students' engagement in their social context and acquisition of knowledge to initiate personal and social transformation. The scope of research contains knowledge about social justice issues negatively…

Virtual Enterprise: Transforming Entrepreneurship Education

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Borgese, Anthony

2011-01-01

Entrepreneurship education is ripe for utilizing experiential learning methods. Experiential methods are best learned when there is constant immersion into the subject matter. One such transformative learning methodology is Virtual Enterprise (VE). Virtual Enterprise is a multi-faceted, experiential learning methodology disseminated by the City…

Benchmarking Best Practices in Transformation for Sea Enterprise

National Research Council Canada - National Science Library

Brook, Douglas A; Hudgens, Bryan; Nguyen, Nam; Walsh, Katherine

2006-01-01

... applied to reinvestment and recapitalization. Sea Enterprise contracted the Center for Defense Management Reform to research transformation and benchmarking best practices in the private sector...

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

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Sjöström, Jesper

2018-03-01

This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on `reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

Avatar-mediation and Transformation of Practice in a 3D Virtual World

DEFF Research Database (Denmark)

Riis, Marianne

The purpose of this study is to understand and conceptualize the transformation of a particular community of pedagogical practice based on the implementation of the 3D virtual world, Second Life™. The community setting is a course at the Master's programme on ICT and Learning (MIL), Aalborg...... with knowledge about 3D Virtual Worlds, the influence of the avatar phenomenon and the consequences of 3D-remediation in relation to teaching and learning in online education. Based on the findings, a conceptual design model, a set of design principles, and a design framework has been developed....

Achieving the sustainable development goals: transforming public ...

African Journals Online (AJOL)

Achieving the sustainable development goals: transforming public health ... PROMOTING ACCESS TO AFRICAN RESEARCH ... The conference focused on transforming public health education and practice in the context of South Africa.

Emotional Intelligence and Transformational Leadership in Physical Education Managers

Directory of Open Access Journals (Sweden)

Nooshin Esfahani,

2013-03-01

Full Text Available The aim of the present research was to investigate the relationship between emotional intelligence and transformational leadership in managers of physical education of Golestan province. The managers and deputies of Golestan physical education departments participated in this research and 47 subjects were selected as the statistical sample of this study. Emotional Intelligence questionnaire that assessed five micro scales of self-awareness, self-management, self-motivation, empathy and social skills, Multifactor Leadership questionnaire (MLQ by Bass and Avolio (1996 that measured five micro scales related to transformational leadership, three micro scales of transactional leadership, and laissez-faire leadership were used to collect the data. In order to analyze the data, ANOVA test, multiple regression test, and Pearson correlation coefficient were applied. The results showed a significant relationship between emotional intelligence and transformational leadership method. Also, the results of multiple regression test indicated that among transformational leadership micro scales, personal considerations was the strongest predictive variable in transformational leadership method and among emotional intelligence micro scales, empathy had a great influence on emotional intelligence of physical education managers.

Curricular Transformation of Education in the Field of Physical and Sport Education in Slovakia

Science.gov (United States)

Bendíková, Elena

2016-01-01

The study presents basic information on the curricular transformation of physical and sport education in Slovakia after the year 1989, which is related to the education process in the 21st century. What is more, it points to the basis for modern transformation in relation to sports as well as to insufficient undergraduate teacher training and its…

Training doctors for primary care in China: Transformation of general practice education.

Science.gov (United States)

Li, Donald

2016-01-01

China is known for developing a cadre of "Barefoot Doctors" to address her rural healthcare needs in past. The tradition of barefoot doctors has inspired similar developments in several other countries across world. Recently China has embarked upon an ambitious new mission to create a primary care workforce consisting of trained general practitioners having international standard skillsets. This editorial provides an insight into the current status of policy deliberations with regards to training of primary care doctors and a new surge in general practice education in China.

Rural education: Reimagining the role of the church in transforming poverty in South Africa

Directory of Open Access Journals (Sweden)

Christo Thesnaar

2014-10-01

Full Text Available The desire to remember the plight of the poor in South Africa has reduced in the last 20 years after the transition from apartheid to freedom. To a large extent, Faith Based Organizations (FBOs and the religious society at large have lost their ‘dangerous memory’ which keeps us mindful of those who suffered and whose plight is usually forgotten or suppressed. In this contribution the conditions of poor farm school children in multigrade rural education will be scrutinised by unpacking the contextual factors that cause us to forget their plight. This article will seek to reimagine the role of the church in poverty-stricken South Africa by engaging with the work of Talcott Parsons, the practical theologian Johannes A. Van der Ven, as well as the work of the political theologian Johann Baptist Metz in order to affirm the focus of Practical Theology to transform society and to contribute to the quest for justice and liberation for the poor in rural education. This reimagining discourse has a fundamental responsibility to challenge the social, political and economic realities that shape the lives of human beings within rural education, remembering the plight of the poor, and participating on their journey towards liberation and healing. It is proposed that if the church can activate its ‘dangerous memory’ it will be able to reimagine its role by transforming our poverty-stricken South African society, open new avenues for breaking the cycle of poverty and contribute to rural education.

Goal setting education and counseling practices of diabetes educators.

Science.gov (United States)

Malemute, Charlene L; Shultz, Jill Armstrong; Ballejos, Miriam; Butkus, Sue; Early, Kathaleen Briggs

2011-01-01

The purpose of this study was to identify goal setting education practices used by diabetes educators working with type 2 diabetes patients. Data were collected by a mail questionnaire with 179 diabetes educators purposively selected from the 2008 American Association of Diabetes Educators membership listing. Many diabetes educators (52%) reported that more than 75% of their patients set goals for diabetes control. Independent factor patterns for the frequency of information collected from the patient for the first diabetes education session showed that educators either focused on patients' self-management practices (exercise and dietary practices, knowledge, and social impacts of diabetes) or issues with learning about self-management, such as understanding the patient's learning style and motivation for managing diabetes. Factor patterns overall showed diverse approaches to working with patients, including strategies used with patients struggling with dietary goals and the importance of tasks to complete during the first patient session. Although most educators reported practices that were largely patient centered as promoted by the American Diabetes Association (ADA) and models of chronic disease management, patterns of practice suggest that diabetes educators vary considerably in how they apply education practices, especially with dietary self-management education.

Introducing simulation-based education to healthcare professionals: exploring the challenge of integrating theory into educational practice.

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Katoue, Maram G; Iblagh, Nadia; Somerville, Susan; Ker, Jean

2015-11-01

Introducing simulation-based education to the curricular programme of healthcare professionals can be challenging. This study explored the early experiences of healthcare professionals in the use of simulation. This was in the context of the Kuwait-Scotland transformational health innovation network programme. Two cohorts of healthcare professionals undertook a simulation module as part of faculty development programme in Kuwait. Participants' initial perceptions of simulators were gathered using a structured questionnaire in the clinical skills centre. Their subsequent ability to demonstrate the application of simulation was evaluated through analyses of the video-recordings of teaching sessions they undertook and written reflections of their experiences of using simulation. In theory, participants were able to identify simulators' classification and fidelity. They also recognised some of the challenges of using simulators. In their teaching sessions, most participants focused on using part-task trainers to teach procedural skills. In their written reflections, they did not articulate a justification for their choice of simulator or its limitations. This study demonstrated a theory-to-practice gap in the early use of simulation by healthcare educators. The findings highlight the need for deliberate practice and adequate mentorship for educators to develop confidence and competence in the use of simulation as part of their educational practice. © The Author(s) 2015.

Transformative Leadership: Working for Equity in Diverse Contexts

Science.gov (United States)

Shields, Carolyn M.

2010-01-01

Purpose: The purpose of this article is twofold: to delineate a theory of transformative leadership, distinct from other theories (transformational or transactional leadership); and to assess the utility of the theory for guiding the practice of educational leaders who want to effect both educational and broader social change. Approach and…

Payment Reform Meets Pharmacy Practice and Education Transformation.

Science.gov (United States)

Trygstad, Troy

2017-01-01

The pharmacy profession has for the greater part of four decades been associated with dispensing activities and product reimbursement. This has hindered the ability of pharmacists to evolve their roles in their respective sites of care. Payment reform efforts that create an outcomes marketplace offer an opportunity for professional transformation. ©2017 by the North Carolina Institute of Medicine and The Duke Endowment. All rights reserved.

Practical trials in medical education

DEFF Research Database (Denmark)

Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte

2017-01-01

participants across several settings and (iii) multiple outcome measures with long-term follow-up to evaluate both benefits and risks. Questions posed by practical trials may be proactive in applying theory in the development of educational innovations or reactive to educational reforms and innovations. Non......CONTEXT: Concerns have been raised over the gap between education theory and practice and how research can contribute to inform decision makers on their choices and priorities. Little is known about how educational theories and research outcomes produced under optimal conditions in highly...... controlled settings generalise to the real-life education context. One way of bridging this gap is applying the concept of practical trials in medical education. In this paper we elaborate on characteristics of practical trials and based on examples from medical education we discuss the challenges...

School on Cloud: Transforming Education

Science.gov (United States)

Koutsopoulos, Kostis C.; Papoutsis, Panos

2016-01-01

Nowadays for an appropriate way to deal with teaching and learning there is an axiomatic need to accept an integrated-holistic approach both in terms of the way we regard education and of how we practice it. This leads to a two-prong position: First, that education constitutes a dialectic entity and second that approaches to education presently in…

Transforming practice into clinical scholarship.

Science.gov (United States)

Limoges, Jacqueline; Acorn, Sonia

2016-04-01

The aims of this paper were to explicate clinical scholarship as synonymous with the scholarship of application and to explore the evolution of scholarly practice to clinical scholarship. Boyer contributed an expanded view of scholarship that recognized various approaches to knowledge production beyond pure research (discovery) to include the scholarship of integration, application and teaching. There is growing interest in using Boyer's framework to advance knowledge production in nursing but the discussion of clinical scholarship in relation to Boyer's framework is sparse. Discussion paper. Literature from 1983-2015 and Boyer's framework. When clinical scholarship is viewed as a synonym for Boyer's scholarship of application, it can be aligned to this well established framework to support knowledge generated in clinical practice. For instance, applying the three criteria for scholarship (documentation, peer review and dissemination) can ensure that the knowledge produced is rigorous, available for critique and used by others to advance nursing practice and patient care. Understanding the differences between scholarly practice and clinical scholarship can promote the development of clinical scholarship. Supporting clinical leaders to identify issues confronting nursing practice can enable scholarly practice to be transformed into clinical scholarship. Expanding the understanding of clinical scholarship and linking it to Boyer's scholarship of application can assist nurses to generate knowledge that addresses clinical concerns. Further dialogue about how clinical scholarship can address the theory-practice gap and how publication of clinical scholarship could be expanded given the goals of clinical scholarship is warranted. © 2016 John Wiley & Sons Ltd.

Transforming Music Education on the Way to the Standards.

Science.gov (United States)

Kay, Ann

1997-01-01

Supports the shift from educating the masses as music consumers to educating a population of competent music makers through the integration of the standards into the music curriculum. Believes that, by transforming the teacher-education programs and creating advocacy agendas, the barriers to educational reform will be overcome. (CMK)

Integrating Aesthetics: Transforming Continuing Education through Africentric Practice

Science.gov (United States)

Ellis, Auburn E.

2013-01-01

Background: Manuscript written for the Adult Education Research Conference based on dissertation research completed at National Louis University. Purpose: To increase knowledge base of art based learning as a mode of anti-racist pedagogy and the use of an Africentric framework for continuing and professional education. Setting: African Centered…

Compassion, Citizenship and Education in South Africa: An Opportunity for Transformation?

Science.gov (United States)

Waghid, Yusef

2004-11-01

This study explores how citizenship education in South Africa is guided by liberal and communitarian concepts of citizenship. Its contention is that citizenship education, as it has evolved through policy discourses on "Values, Education and Democracy", is heavily influenced by liberal and communitarian concepts of citizenship. Nonetheless, the liberal-communitarian concept of citizenship education is not sufficient on its own to bring about educational transformation in institutions. Instead, citizenship education initiatives in South Africa need to promote a sense of compassion, motivating learners to take seriously the suffering of others. It is argued that such compassion represents a precondition of genuine educational transformation.

Lessons from the field: Transforming health professionals' education ...

African Journals Online (AJOL)

Health professionals' education is undergoing enormous transformation internationally and also in Rwanda. We present the contribution of a Social and Community Medicine program at the University of Rwanda to this new era of community oriented, people centred and socially accountable health professionals' education.

Change and Deeper Change: Transforming Social Work Education

Science.gov (United States)

Witkin, Stanley L.

2014-01-01

In recent years, the concept of transformation has become more prevalent in the social work literature; however, its use is quite varied. In this article, I attempt to disentangle some of these uses. I then propose a conceptualization of transformation and discuss its relevance for social work education. In this conceptualization, transformation…

Reflective Practice for Psychology Students: The Use of Reflective Journal Feedback in Higher Education

Science.gov (United States)

Bruno, Andreina; Dell'Aversana, Giuseppina

2017-01-01

Reflective journals have emerged as an effective means of monitoring and developing reflective practice in higher education, as part of a wider metacognitive strategy to transform traditional learning approaches. In addition, assessment procedures of reflective journals appear to be an important factor in enhancing commitment to learning and…

Tilling the soil while sowing the seeds: combining resident education with medical home transformation.

Science.gov (United States)

Muench, John; Jarvis, Kelly; Boverman, Josh; Hardman, Joseph; Hayes, Meg; Winkle, Jim

2012-01-01

In order to successfully integrate screening, brief intervention, and referral to treatment (SBIRT) into primary care, education of clinicians must be paired with sustainable transformation of the clinical settings in which they practice. The SBIRT Oregon project adopted this strategy in an effort to fully integrate SBIRT into 7 primary care residency clinics. Residents were trained to assess and intervene in their patients' unhealthy substance use, whereas clinic staff personnel were trained to carry out a multistep screening process. Electronic medical record tools were created to further integrate and track SBIRT processes. This article describes how a resident training curriculum complemented and was informed by the transformation of workflow processes within the residents' home clinics.

The secret adventures of order: globalization, education and transformative social justice learning

Directory of Open Access Journals (Sweden)

Carlos Alberto Torres

Full Text Available There are many definitions of globalization, or perhaps more accurately, there are many globalizations. Discussing the four faces of globalization - globalization from above, globalization from below, the globalization of human rights, and the globalization of the war against terrorism - and their impacts on education and learning, this article offers an analysis of neoliberal globalization and how "competition-based reforms" affected educational policy in K-12 and higher education. These reforms are characterized by efforts to create measurable performance standards through extensive standardized testing (the new standards and accountability movement, introduction of new teaching and learning methods leading to the expectation of better performance at low cost (e.g., universalization of textbooks, and improvements in the selection and training of teachers. Competition-based reforms in higher education tend to adopt a vocational orientation and to reflect the point of view that colleges and universities exist largely to serve the economic well-being of a society. Privatization is the final major reform effort linked to neoliberal globalization and perhaps the most dominant. As an alternative, the article provides insights into the possibilities of employing the concept of marginality as a central construct for a model of transformative social justice learning. Following the inspiration of Paulo Freire, I argue that transformative social justice learning is a social, political and pedagogical practice which will take place when people reach a deeper, richer, more textured and nuanced understanding of themselves and their world.

Re-thinking professional development and accountability: towards a more educational training practice

Directory of Open Access Journals (Sweden)

Emmett Yvonne

2015-08-01

Full Text Available In this article, I discuss the contribution of theoretical resources to the transformation in my thinking about professional development and accountability, within an action research self-study of practice as a civil servant, in the context of participation on the Doctor in Education (Leadership programme at Dublin City University (DCU in the period 2008-2012. It is at the intersection of these subject positions, between theory and practice, that professional development was explored through the ‘leadership problem’ of encouraging trainer colleagues to investigate the educational potential of information and communications technologies (ICT for the development of their practice. Ultimately, this constituted a critical space for sustained dialogue between the self and the social in exploring professional subjectivity. The resources discussed supported the interrogation of social, cultural and historical conditions influencing self-understanding and narrative reasoning (Tamboukou, 2008 and movement from strategic to communicative reasoning (Habermas, 1984. It is claimed that this has significance for the development of a more educational training practice, which expresses a concern for subjectivity and agency in the face of a growing ‘performativity’ in professional life (Ball, 2003.

Measuring Student Transformation in Entrepreneurship Education Programs

Directory of Open Access Journals (Sweden)

Steven A. Gedeon

2017-01-01

Full Text Available This article describes how to measure student transformation primarily within a university entrepreneurship degree program. Student transformation is defined as changes in knowledge (“Head”, skills (“Hand”, and attitudinal (“Heart” learning outcomes. Following the institutional impact model, student transformation is the primary goal of education and all other program goals and aspects of quality desired by stakeholders are either input factors (professors, courses, facilities, support, etc. or output performance (number of startups, average starting salary, % employment, etc.. This goal-setting framework allows competing stakeholder quality expectations to be incorporated into a continuous process improvement (CPI model when establishing program goals. How to measure these goals to implement TQM methods is shown. Measuring student transformation as the central focus of a program promotes harmony among competing stakeholders and also provides a metric on which other program decisions (e.g., class size, assignments, and pedagogical technique may be based. Different stakeholders hold surprisingly different views on defining program quality. The proposed framework provides a useful way to bring these competing views into a CPI cycle to implement TQM requirements of accreditation. The specific entrepreneurial learning outcome goals described in the tables in this article may also be used directly by educators in nonaccredited programs and single courses/workshops or for other audiences.

Interprofessional transformation of clinical education: The first six years of the Veterans Affairs Centers of Excellence in Primary Care Education.

Science.gov (United States)

Harada, Nancy D; Traylor, Laural; Rugen, Kathryn Wirtz; Bowen, Judith L; Smith, C Scott; Felker, Bradford; Ludke, Deborah; Tonnu-Mihara, Ivy; Ruberg, Joshua L; Adler, Jayson; Uhl, Kimberly; Gardner, Annette L; Gilman, Stuart C

2018-02-20

This paper describes the Centers of Excellence in Primary Care Education (CoEPCE), a seven-site collaborative project funded by the Office of Academic Affiliations (OAA) within the Veterans Health Administration of the United States Department of Veterans Affairs (VA). The CoEPCE was established to fulfill OAA's vision of large-scale transformation of the clinical learning environment within VA primary care settings. This was accomplished by funding new Centers within VA facilities to develop models of interprofessional education (IPE) to teach health professions trainees to deliver high quality interprofessional team-based primary care to Veterans. Using reports and data collected and maintained by the National Coordinating Center over the first six years of the project, we describe program inputs, the multicomponent intervention, activities undertaken to develop the intervention, and short-term outcomes. The findings have implications for lessons learned that can be considered by others seeking large-scale transformation of education within the clinical workplace and the development of interprofessional clinical learning environments. Within the VA, the CoEPCE has laid the foundation for IPE and collaborative practice, but much work remains to disseminate this work throughout the national VA system.

Adult Learning, Transformative Education, and Indigenous Epistemology

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McEachern, Diane

2016-01-01

This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

Learning in Practice

DEFF Research Database (Denmark)

Helth, Poula

on theories of aesthetic performance and transformative learning, and on empirical studies through interventive methods within action research and ethnography. Transformative learning in my study has been developed based on aesthetic performance addressing leaders’ learning in practice. This kind of learning......The thesis presents the essence of my study of how leaders transform their practice through aesthetic performance. The background of the study is leaders' need for learning in and through practice, as an alternative to learning in classrooms and to leadership education programs. The study is based...... happens when leaders become aware of the potential for transformation of their leadership practice when they experiment with aesthetic performance integrated in a learning process. The greatest impact in relation to organisational transformation is, when leaders base their learning on a collective...

Garden as Education: Learning the ‘Old Ways’ of Traditional Mediterranean Food Practices

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Fiona Harrisson

2016-09-01

Full Text Available A former red-brick housing commission house in the bay-side suburbs ofMelbourne has been transformed by Mark Dymiotis to replicate traditional villageMediterranean practices of his heritage. For many years, people have come into thegarden through the Council of Adult Education and the Open Garden scheme tolearn wine making and bread baking and other traditional Greek–Mediterraneaneveryday food practices. Mark draws on his own heritage and the knowledge ofolder people, the migrants who brought these practices to this land, about whichhe has been researching, writing and teaching for over 20 years. The garden is aplatform for teaching about healthy and aff ordable everyday dietary practices. 

Transformation and sustainability in agriculture : connecting practice with social theory

NARCIS (Netherlands)

Vellema, S.

2011-01-01

Public pressure and societal changes induce interventions and policies, which aim to transform agriculture and food provision. This book shows that for upscaling novel practices and organizational models it is important to include meso-level regime aspects in analysis and practice. The argument

Can the Institute of Medicine trump the dominant logic of nursing? Leading change in advanced practice education.

Science.gov (United States)

Dreher, Melanie C; Clinton, Patricia; Sperhac, Arlene

2014-01-01

The Institute of Medicine (IOM; 2010) has called for a transformation of the nursing profession to lead the redesign of health care in the United States. It acknowledges the need for profound change in nursing education, particularly advanced practice education, to produce the next generation of leaders in sufficient quantity to expand access, improve quality, and reduce cost. Although the IOM provides welcome validation of nursing's significant role, most of the recommendations are not new and have been advocated by nurse educators for decades. What has prevented us from creating the nimble and responsive educational programs that would ensure a sufficient corpus of advanced practice nurses with the relevant knowledge and skill to transform our ailing health system? Conceptualizing nursing as a complex, adaptive system (J.W. Begun and K. White, 1997), this article explores three examples of the dominant logic, grounded in a historical legacy that has kept the nursing profession from realizing its promise as a potent force: (a) the continuing preference for experience over education, (b) the belief that only nurses can teach nurses, and (c) the hegemony of the research doctorate. © 2014.

Education for Sustainability (EfS): Practice and Practice Architectures

Science.gov (United States)

Kemmis, Stephen; Mutton, Rebecca

2012-01-01

This paper reports some findings from an investigation of educational practice in ten (formal and informal) education for sustainability (EfS) initiatives, to characterise exemplary practice in school and community education for sustainability, considered crucial to Australia's future. The study focused on rural/regional Australia, specifically…

METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (theoretical and methodological foundations of vocational teacher education

Directory of Open Access Journals (Sweden)

Evgeny M. Dorozhkin

2014-01-01

methodology taking into consideration the target orientation, principles and approaches to the organization and its’ methods of scientific and educational activities implementation. The qualification structure formation of the teachers’ vocational training and providing advance principles of education are considered to be the most important conditions for the development of vocational teacher education. Scientific novelty. The research demonstrates creating the project of further vocational teacher education development in the post-industrial society. The pedagogical innovations transforming research findings into educational practice are considered to be the main tool of integration methodology means. Practical significance. The research findings highlight the proposed reforms for further teachers training system development of vocational institutes, which are in need of drastic restructuring. In the final part of the article the authors recommend some specific issues that can be discussed at the methodological workshop. 

Human Rights Literacy: Moving towards Rights-Based Education and Transformative Action through Understandings of Dignity, Equality and Freedom

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Becker, Anne; de Wet, Annamagriet; van Vollenhoven, Willie

2015-01-01

The twentieth century has been characterised by the proliferation of human rights in the discursive practices of the United Nations (Baxi, 1997). In this article, we explore the continual process of rights-based education towards transformative action, and an open and democratic society, as dependent upon the facilitation of human rights literacy…

Where Critical Postmodern Theory Meets Practice: Working in the Intersection of Instrumental, Social, and Cultural Education.

Science.gov (United States)

Grace, Andre P.

1997-01-01

Outlines a critical postmodern adult education practice that is inclusive of peoples and knowledges and inhabits a dynamic space. Key concepts include identity difference; intersection of power relations; community as a social contract; and conflict, voice, and dialog for transformative learning. (SK)

Educating for Transforming Our World: Revisiting International Debates Surrounding Education for Sustainable Development

Science.gov (United States)

Mochizuki, Yoko

2016-01-01

In 2015, the United Nations (UN) General Assembly adopted a resolution titled "Transforming our world: the 2030 Agenda for Sustainable Development" and a set of 17 Sustainable Development Goals (SDGs). The notion of "transformative education" is being mainstreamed in the work of UNESCO within the new framework of the SDGs,…

Cultivating character education through transforming school cultural values

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Arifin

2017-12-01

Full Text Available This article discusses the transformation of school cultural values in character education. This study aimed to outline the importance regarding the transformation of school cultural values in the management of: a curriculum and learning, b students, c teachers and school practitioners to realize the character education. This study was a qualitative study which employed a case study design. The participants of this study were the principals, teachers, practitioners, and students of Senior High School in Gorontalo Province of Indonesia. The results of the analysis revealed that the habituation of cultural values such as religious values, honesty, togetherness, modesty, and discipline which have formed a systematic and persistent integration with the management of curriculum, of students, of teachers and practitioners, can accomplish the goals of character education that is creating a generation that is emotionally, socially, and spiritually intelligent.

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

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Elena Tkachenko

2016-10-01

Full Text Available With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher-education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in academia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer- Kreutz, 2007; Støren, 2009. In our paper, we are going to discuss the students’ challenges and discourse of remediation that is often associated with their challenges and suggest how higher-education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach may create dynamics in academic tutoring and lead to mutual change/transformation instead of a one-way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their backgrounds. 

Gaming science innovations to integrate health systems science into medical education and practice.

Science.gov (United States)

White, Earla J; Lewis, Joy H; McCoy, Lise

2018-01-01

Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers' abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

White Faculty Transforming Whiteness in the Classroom through Pedagogical Practice

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Charbeneau, Jessica

2015-01-01

The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in…

Engaging First Graders in Transformational Early Childhood Emergent Learning Themes

Science.gov (United States)

Pendergrass, Amanda Daniel

2013-01-01

The purpose of this qualitative case study was to encourage learners to care for others and make a difference in the world through Reggio Emilia-inspired teaching and learning practice that promoted transformational education. Students were anticipated to take an active role in helping to develop the transformational educational curriculum.…

Developing a comprehensive faculty development program to promote interprofessional education, practice and research at a free-standing academic health science center.

Science.gov (United States)

Shrader, Sarah; Mauldin, Mary; Hammad, Sammar; Mitcham, Maralynee; Blue, Amy

2015-03-01

There is an on-going transformation in health professions education to prepare students to function as competent members of an interprofessional team in order to increase patient safety and improve patient care. Various methods of health education and practice directed toward students have been implemented, yet descriptions of faculty development initiatives designed to advance interprofessional education and practice are scarce. This article describes a faculty development program at the Medical University of South Carolina, USA, based on the conceptual framework of adult transformational learning theory. Three components comprise the faculty development program: an institute, fellowship and teaching series. Evaluations of the three components indicate that the faculty development program aided in the sustainability of the university's interprofessional program, and built capacity for improvement and growth in interprofessional endeavors.

Understanding adaptation and transformation through indigenous practice: the case of the Guna of Panama

Directory of Open Access Journals (Sweden)

Marina J. Apgar

2015-03-01

Full Text Available Resilience is emerging as a promising vehicle for improving management of social-ecological systems that can potentially lead to more sustainable arrangements between environmental and social spheres. Central to an understanding of how to support resilience is the need to understand social change and its links with adaptation and transformation. Our aim is to contribute to insights about and understanding of underlying social dynamics at play in social-ecological systems. We argue that longstanding indigenous practices provide opportunities for investigating processes of adaptation and transformation. We use in-depth analysis of adaptation and transformation through engagement in participatory action research, focusing on the role of cultural and social practices among the Guna indigenous peoples in Panama. Our findings reveal that cultural practices facilitating leadership development, personhood development, and social networking are critical for enabling both adaptation and transformation. Further, we argue that Guna ritual practice builds additional skills, such as critical self-reflection and creative innovation, that are important for supporting the deeper changes required by transformation.

The Educational Museum: Innovations and Technologies Transforming Museum Education. The Benaki Museum, Athens, 17 October 2013

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Dimitra Christidou

2014-01-01

Full Text Available The main topic of 'The Educational Museum: Innovations and Technologies Transforming Museum Education 'conference, third in a series of conferences organised by the Benaki Museum in partnership with the American Embassy and the British Council in Greece, was the use of technology and social media as means of transforming museum education and, sometimes, funding museum exhibitions and educational programmes. Among others, the conference aimed to discuss the use of digital applications such as Facebook, Twitter, Pinterest and Kickstarter by museums in order to attract a wider audience, interpret their collections and even fund their programmes.

Practice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula

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Kirsten Elisabeth Thorsen

2016-04-01

Full Text Available Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ, undersøker intensjoner med den nye lærerutdannings­reformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksis­lærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerk­somhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstractPractice teachers have a central role in teacher education. However, research indicates ran­domness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice

European Educational Systems and Assessment Practice

DEFF Research Database (Denmark)

Evans, Robert Harry; Cross, David; Grangeat, Michel

2018-01-01

Abstract This chapter surveys the status of educational systems and assessment practices across eight European countries that are part of the ASSIST-ME project. First, variations in country educational systems are examined to identify possible connections between systems and educational practices....... Such associations are useful both for understanding different existing assessment conditions as well as for providing possible pathways for change. Next, the chapter takes a closer look at teacher practices in these educational systems in order to identify the actual assessment practices of teachers in each country....... With these understandings of the systems and current uses of assessment, it is possible to identify affordances and challenges for improving assessment practices....

Education of advanced practice nurses in Canada.

Science.gov (United States)

Martin-Misener, Ruth; Bryant-Lukosius, Denise; Harbman, Patricia; Donald, Faith; Kaasalainen, Sharon; Carter, Nancy; Kilpatrick, Kelley; DiCenso, Alba

2010-12-01

In Canada, education programs for the clinical nurse specialist (CNS) and nurse practitioner (NP) roles began 40 years ago. NP programs are offered in almost all provinces. Education for the CNS role has occurred through graduate nursing programs generically defined as providing preparation for advanced nursing practice. For this paper, we drew on pertinent sections of a scoping review of the literature and key informant interviews conducted for a decision support synthesis on advanced practice nursing to describe the following: (1) history of advanced practice nursing education in Canada, (2) current status of advanced practice nursing education in Canada, (3) curriculum issues, (4) interprofessional education, (5) resources for education and (6) continuing education. Although national frameworks defining advanced nursing practice and NP competencies provide some direction for education programs, Canada does not have countrywide standards of education for either the NP or CNS role. Inconsistency in the educational requirements for primary healthcare NPs continues to cause significant problems and interferes with inter-jurisdictional licensing portability. For both CNSs and NPs, there can be a mismatch between a generalized education and specialized practice. The value of interprofessional education in facilitating effective teamwork is emphasized. Recommendations for future directions for advanced practice nursing education are offered.

The Quest for Transformative Partnerships in STEM Education: A Comparison of Policies, Structures and Evaluation Practices

Science.gov (United States)

Kingsley, G.

2004-12-01

One of the frequent policy prescriptions offered by federal officials for improving science, technology, engineering and mathematics (STEM) education in the United States is to encourage the development of partnerships between higher education, elementary and secondary education, and informal education. This prescription is not unique to STEM education. Rather stimulating the creation and development of partnerships has become one of the preferred strategies for reforming governmental programs through several administrations. This research presents a comparison of several policies designed to stimulate partnerships across multiple organizations. In doing so we examine assumptions about the nature of partnerships embedded in policies and the consequences of these assumptions on the organization and the evaluation of the partnerships. A recurring theme we observe among policies is the quest for transformative partnerships where changing the strategies and behaviors of the participating partners is seen as a necessary, if not sufficient, condition for producing the desired policy outcomes (usually articulated as improving the performance of the school, teacher, student, and even all three). While the goal of policy makers is to achieve transformation, the goal of participating organizations seems to be more instrumental, anchored in their own institutional goals and missions. In this analysis define partnership as voluntary arrangements between organizations, anchored by agreements, to promote the exchange, sharing, or co-development of products and/or programs. The analysis first examines the degree to which policies produce such inter-organizational relationships. Six concepts are drawn for organizational and inter-organizational relations research as a framework for examining the influence of policy upon the pre-conditions for partnership, partnering activities, and the evaluation of partnership performance outcomes. We examine the degree to which policy addresses

Educational Changes to Support Advanced Practice Nursing Education.

Science.gov (United States)

LeFlore, Judy L; Thomas, Patricia E

2016-01-01

Educational factors limit the number of advanced practice registered nurse (APRN) graduates to meet the growing workforce demands. Healthcare dynamics are necessitating a shift in how nursing education envisions, creates, and implements clinical learning opportunities. The current clinical education model in APRN programs continues to be the same as it was 45 years ago when the student numbers were much smaller. New approaches in graduate nursing education are needed to address the shortage of APRNs in primary and acute care areas. Determining competency based on the number of clinical hours can be inefficient, ineffective, and costly and limits the ability to increase capacity. Little research exists in graduate nursing education to support the effectiveness and efficiency of current hours of clinical required for nurse practitioner students. Simulation and academic-practice partnership models can offer innovative approaches to nurse practitioner education for clinical training, with the goal of producing graduates who can provide safe, quality care within the complex practice-based environment of the nation's evolving healthcare system.

Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

Science.gov (United States)

Ensign, Jacque

2009-01-01

This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

Transformation of engineering education: Taking a perspective for the challenges of change

Science.gov (United States)

Siddiqui, Junaid Abdul Wahid

There are a variety of imperatives which call us to transform engineering education. Those who have made attempts to facilitate a change in engineering education have experienced slow or no progress. The literature on change has suggestions and strategies related to educational change but most of them are not able to guide the conversations and actions effectively. People interested in understanding the challenges often ask 'what makes educational change so difficult?' This research is an effort towards finding an answer to this question. The study adopted a transdisciplinary approach while taking a systems perspective on educational change in order to examine the challenges. Instead of exploring the effectiveness of change strategies and interventions, this study sought to understand the basic nature of change in engineering education organizations. For this purpose, the study adopted an integrated theoretical framework consisting of systems thinking, complexity theory, and transformative learning theory. The methodology was designed on the complexity research paradigm with interpretive qualitative methods used for data analysis. This approach enabled understanding the social and human conditions which reduce or enhance the likelihood of change in the context of an engineering education organization. The context for this study to investigate the challenges of transformation in engineering education is efforts around educating the Engineer of 2020. Four institutional initiatives at various stages in the transformation process provided cases for investigation in the study. The engineering educators at the four institutions participating in the study had experiences of active engagement in educational change. The interpretive qualitative analysis of the participants' accounts induced a systems perspective of the challenges which faculty face in their educational transformation efforts. The inertia which educational organizations experience against change appears to

METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF VOCATIONAL TEACHER EDUCATION

Directory of Open Access Journals (Sweden)

E. M. Dorozhkin

2014-01-01

analysis of methodology taking into consideration the target orientation, principles and approaches to the organization and its’ methods of scientific and educational activitiesimplementation. The qualification structure formation of the teachers’ vocational training and providing advance principles of education are considered to be the most important conditions for the development of vocational teacher education.Scientific novelty. The research demonstrates creating the project of further vocational teacher education development in the post-industrial society. The pedagogical innovations transforming research findings into educational practice are considered to be the main tool of integration methodology means.Practical significance. The research findings highlight the proposed reforms for further teachers training system development of vocational institutes, which are in need of drastic restructuring. In the final part of the article the authors recommend some specific issues that can be discussed at the methodological workshop.

Developing Approaches to Outdoor Education that Promote Sustainability Education

Science.gov (United States)

Hill, Allen

2012-01-01

Social, economic, and environmental issues facing 21st century societies compel a transformative shift towards sustainability in all spheres of life, including education. The challenges this holds for outdoor education programs and practices is significant. If outdoor education theory and practice is to make a greater contribution to…

Transforming Practice with Older People through an Ethic of Care.

Science.gov (United States)

Ward, Lizzie; Barnes, Marian

2016-06-01

This article explores the relevance of deliberative practices framed by feminist care ethics to social work practice with older people. It draws on two connected projects which brought together older people: practitioners and academics. The first was a participatory research project in which the significance of care to well-being in old age emerged. The second was a knowledge exchange project which generated learning resources for social care practice based on the research findings of the first project. Here we analyse selected transcripts of recordings from meetings of both projects to consider the ways that discussions about lived experiences and everyday lives demonstrate care through this dialogue. Using this analysis, we propose that care ethics can be useful in transforming relationships between older people and those working with them through the creation of hybrid spaces in which 'care-full deliberation' can happen. We argue that such reflective spaces can enable transformative dialogue about care and its importance to older people and offer a counterbalance to the procedurally driven environments in which much social work practice takes place and can support practice more attuned to the circumstances and concerns of older people.

Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education).

Science.gov (United States)

Holden, Mark D; Buck, Era; Luk, John; Ambriz, Frank; Boisaubin, Eugene V; Clark, Mark A; Mihalic, Angela P; Sadler, John Z; Sapire, Kenneth J; Spike, Jeffrey P; Vince, Alan; Dalrymple, John L

2015-06-01

The University of Texas System established the Transformation in Medical Education (TIME) initiative to reconfigure and shorten medical education from college matriculation through medical school graduation. One of the key changes proposed as part of the TIME initiative was to begin emphasizing professional identity formation (PIF) at the premedical level. The TIME Steering Committee appointed an interdisciplinary task force to explore the fundamentals of PIF and to formulate strategies that would help students develop their professional identity as they transform into physicians. In this article, the authors describe the task force's process for defining PIF and developing a framework, which includes 10 key aspects, 6 domains, and 30 subdomains to characterize the complexity of physician identity. The task force mapped this framework onto three developmental phases of medical education typified by the undergraduate student, the clerkship-level medical student, and the graduating medical student. The task force provided strategies for the promotion and assessment of PIF for each subdomain at each of the three phases, in addition to references and resources. Assessments were suggested for student feedback, curriculum evaluation, and theoretical development. The authors emphasize the importance of longitudinal, formative assessment using a combination of existing assessment methods. Though not unique to the medical profession, PIF is critical to the practice of exemplary medicine and the well-being of patients and physicians.

The role of higher education in social and cultural transformation

OpenAIRE

Williams, Ruth; Cochrane, Allan

2010-01-01

This paper forms one of the contributions to CHERI's research report 'Higher education and society'. It reports on one of the centre's ESRC-funded research projects - Higher Education and Regional Transformation.

Transforming early childhood education for sustainable development

African Journals Online (AJOL)

This paper examined the ways in which early childhood education needs to be transformed for sustainable development. These ways include teaching children environmental security through play, personal hygiene, appropriate waste use and disposal, and nature awareness. It was recommended that early childhood ...

Transforming education in South Africa: paradigm shift or change ...

African Journals Online (AJOL)

The transformation of the content of the educational curriculum in South Africa is an imperative of historical justice. Though the final constitution of South Africa represents a substantive improvement on the rights condition of many South Africans, it is at the same time an impediment to transformation. This is because it is not ...

Theory and practice in professional education

DEFF Research Database (Denmark)

Nielsen, Trine Kløveager

the relationship between theory and practice in teacher, nurse, social work and engineering education, and to contribute with knowledge about how to bridge the gap between theory and practice in these educations. Aim: The aim of the present study is to identify the most promising strategies for improving......, nursing, engineering and social work and in other professional bachelor education programs regarding health, teaching and technology, and how?”. The systematic review consists of a research mapping which will identify and characterize the empirical research concerning the review question and a synthesis......Background: A fundamental component in professional education is the link between theory and practice. However, many students in professional education programs experience a lack of coherence between theory and practice which is often described as the theory practice gap. This PhD-project is part...

Transforming Educational Societies through Interactive Videoconferencing

Directory of Open Access Journals (Sweden)

Patricia Barbanell

2005-12-01

Full Text Available This article will examine how Project VIEW is building a new foundation for communication structures in education by transforming classroom pedagogy through interactive technologies. In addition it will present the outcomes of a model of evaluation that is providing formative and summative information on the process of integrating new communications systems into education, as well as information on the direct outcomes and systemic organizational changes that have occurred as a result of that process. In sum, this article presents research-based evidence for technological integration in curriculum that includes structures that work and outcomes that count.

Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Science.gov (United States)

2015-01-01

This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years. PMID:28730034

Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Directory of Open Access Journals (Sweden)

Mbulaheni Maguvhe

2015-11-01

Full Text Available This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years.

Inclusive education: A transformation and human rights agenda under spotlight in South Africa.

Science.gov (United States)

Maguvhe, Mbulaheni

2015-01-01

This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and community members, whereafter it was presented in thematic sections and qualitatively examined for meaning. The results showed that participants comprising teachers and community members do not know or understand the transformational and human rights value of inclusive education. The participants seemed to be equally aware of inclusive education, but they rated its success and value differently. The participants concurred that the philosophy of inclusive education was noble, but they differed regarding the extent to which it had transformed, added value or played an advocacy role in the lives of learners and the community at large over the years.

The landscape for women leaders in dental education, research, and practice.

Science.gov (United States)

Whelton, Helen; Wardman, Margaret J

2015-05-01

Following early limitations on women becoming educated in and practicing dentistry, the proportion of women enrolled in dental schools around the world has increased dramatically over the past decades. Dental schools have undergone a transformation from male dominance to almost equal numbers in the United States and female predominance in other countries including the United Kingdom. However, this change in student gender distribution has not been matched among academic leaders. Data from across the globe indicate a clear disproportion in favor of males in leadership positions in dentistry-and the more senior the position, the greater the imbalance. This article reviews the evolving changes in gender distribution across the landscape of dental education, research, and practice and some initiatives to address the gender imbalance in leadership. Such initiatives can help to ensure that, in the future, the profession benefits from the spectrum of influences brought to bear by the leadership of both women and men.

Neo-Liberal Education Policies in Turkey and Transformation in Education

Science.gov (United States)

Polat, Selda

2013-01-01

As it is in many countries in the world, in Turkey the effects of neoliberal ideology have rapidly increased since the 1980s, and social and economic structure has been transformed. Education, which is the basic dynamic of constructing social and economic structure and regeneration, stands in the center of neoliberalism. In this process, what…

Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

Science.gov (United States)

Yang, Eunah

This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

Higher Education's Influence on the Confessional Practices of Roman Catholic Laity in the Greater Miami Area

Science.gov (United States)

Ferrari, Joseph L.

2013-01-01

This qualitative phenomenological study of 20 Roman Catholic laypersons in the Greater Miami area investigated the phenomenon of transformation of confessional practice as a result of the undergraduate educational experience. By searching for meaning in each individual's story, two themes or factors and six sub themes emerged. The themes were…

Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners. Second Edition. Language and Literacy Series

Science.gov (United States)

Garcia, Ofelia; Kleifgen, Jo Anne

2018-01-01

Now available in a revised and expanded edition, this accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures,…

Transformational Leadership in Educational Context: A Fantasy of Education Scholars. Editor's Choice: Selected Keynote Speech

Science.gov (United States)

Simsek, Hasan

2013-01-01

Education is a global concern. The post-industrial society demand different skills and mind-set from their citizens. Transforming technologies bring new possibilities whereas education is still a highly low-tech sector. Current global economic crisis and political instabilities bring new problems to educational systems. These challenges also call…

Practical statistics for educators

CERN Document Server

Ravid, Ruth

2014-01-01

Practical Statistics for Educators, Fifth Edition, is a clear and easy-to-follow text written specifically for education students in introductory statistics courses and in action research courses. It is also a valuable resource and guidebook for educational practitioners who wish to study their own settings.

Preparing Pre-Service Teachers for the Profession: Creating Spaces for Transformative Practice

Science.gov (United States)

Auhl, Greg; Daniel, Graham R.

2014-01-01

Within professional learning communities, the processes of shared reflection and critique, or critical transformative dialogues are considered crucial for the maintenance and improvement of professional practice. This paper focuses on the development of the processes of critical transformative dialogues and their application in the professional…

Practicing finding the spaces available within the educational situation—an essay review of John Dewey and education outdoors: making sense of the `educational situation' through more than a century of progressive reform

Science.gov (United States)

Ware, Molly Noelle

2015-03-01

In this piece, I begin by reviewing and summarizing the book John Dewey and Education Outdoors by John Quay and Jayson Seaman. After an overview of the authors' work, I use nuanced presumptions within the authors' work to explore how principles of ecology (complexity theory), principles of embodied movement practices such as yoga and five Rhythms Dance, and a poststructural both/and perspective might create opportunities for re-imagining and transforming the cultural institution of education. Questions explored in this review include: What sort of relationship might allow us to remain open and engaged within a dynamic environment where change is the norm? What sort of relationship to difference allows us to remain open to the creative potential found in what is oppositional? Through exploring these questions, I hope to clarify a vision of transformation and change as a creative practice that grows out of learning to both work with, accept, and honor ourselves and strengthen connection with others, communities, the planet and the environment.

From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education.

Science.gov (United States)

Trelease, Robert B

2016-11-01

Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American

Digital Storytelling for Transformative Global Citizenship Education

Science.gov (United States)

Truong-White, Hoa; McLean, Lorna

2015-01-01

This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum…

Assessment: Examining Practice in Entrepreneurship Education

Science.gov (United States)

Pittaway, Luke; Edwards, Corina

2012-01-01

Purpose: The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education. Design/methodology/approach: This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues…

Using the 4 Pillars™ Practice Transformation Program to increase adult Tdap immunization in a randomized controlled cluster trial.

Science.gov (United States)

Nowalk, Mary Patricia; Lin, Chyongchiou J; Pavlik, Valory N; Brown, Anthony E; Zhang, Song; Moehling, Krissy K; Raviotta, Jonathan M; South-Paul, Jeannette E; Hawk, Mary; Ricci, Edmund M; Middleton, Donald B; Patel, Suchita A; Ahmed, Faruque; Zimmerman, Richard K

2016-09-22

National adult Tdap vaccination rates are low, reinforcing the need to increase vaccination efforts in primary care offices. The 4 Pillars™ Practice Transformation Program is an evidence-based, step-by-step guide to improving primary care adult vaccination with an online implementation tracking dashboard. This study tested the effectiveness of an intervention to increase adult Tdap vaccination that included the 4 Pillars™ Program, provider education, and one-on-one coaching of practice-based immunization champions. 25 primary care practices participated in a randomized controlled cluster trial (RCCT) in Year 1 (6/1/2013-5/31/2014) and a pre-post study in Year 2 (6/1/2014-1/31/2015). Baseline year was 6/1/2012-5/31/2013, with data analyzed in 2016. Demographic and vaccination data were derived from de-identified electronic medical record (EMR) extractions. The primary outcomes were vaccination rates and percentage point (PP) changes/year. The cohort consisted of 70,549 patients ⩾18years who were seen in the practices ⩾1 time each year, with a baseline mean age=55years; 35% were men; 56% were non-white; 35% were Hispanic and 20% were on Medicare. Baseline vaccination rate averaged 35%. In the Year 1 RCCT, cumulative Tdap vaccination increased significantly in both intervention and control groups; in both cities, the percentage point increases in the intervention groups (7.7 PP in Pittsburgh and 9.9 PP in Houston) were significantly higher (P<0.001) than in the control groups (6.4 PP in Pittsburgh and 7.6 PP in Houston). In the Year 2 pre-post study, in both cities, active intervention groups increased rates significantly more (6.2 PP for both) than maintenance groups (2.2 PP in Pittsburgh and 4.1 PP in Houston; P<0.001). An intervention that includes the 4 Pillars™ Practice Transformation Program, staff education and coaching is effective for increasing adult Tdap immunization rates within primary care practices. Clinical Trial Registry Name/Number: NCT

Theory and practice in teacher education

DEFF Research Database (Denmark)

Knudsen, Lars Emmerik Damgaard

Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession but not nece......Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession...... and videotaped in the last placement period and in the students’ phase of writing the bachelor thesis. The analysis demonstrates that the intended and practiced knowledge forms are cultural structured and bodily anchored in the self-images of the placement and teaching sites which points to a significant...... there are still significant contradictions between placement and teaching sites in the understandings of the means and ends of the teacher education program and in the relations between theory and practice. 3. The process of becoming academic and professional formation is in an interpellation process headed...

Digital Learning in Schools: Conceptualizing the Challenges and Influences on Teacher Practice

Science.gov (United States)

Blundell, Christopher; Lee, Kar-Tin; Nykvist, Shaun

2016-01-01

Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain…

A New Paradigm for Practice Education.

Science.gov (United States)

Edmond, Cynthia B.

2001-01-01

Education for nursing practice must shift to a collaborative education/service model in which the value of practical education and experience is better understood and integrated with academic knowledge. This model provides better resources and availability of mentors/preceptors, resulting in better prepared nurses. (Contains 32 references.) (SK)

Education for peace through transformative dialogue: Perspectives from Kashmir

Science.gov (United States)

Singh, Shweta

2018-02-01

Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents' fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced displacement. This article examines the challenge posed by conditions of protracted conflict for young people and national education systems, based on a case study of Kashmir, India. The article has a twofold objective. First, it analyses how ongoing conflicts such as that in Kashmir impinge on both youth and education, and considers why it is necessary to engage substantively with national educational systems (through frameworks like Education for Peace) to promote transformative dialogue and sustainable peace. Second, it explores how contact-based, participatory models of education for peace (such as the Hum Kadam programme spearheaded by the non-governmental organisation Women in Security Conflict Management and Peace [WISCOMP] in Kashmir) can play a transformative role in divided societies, specifically in Kashmir and broadly in all situations of protracted religious and cultural conflict. Most importantly, it supports the rationale that spaces for dialogue in situations of protracted conflict are critical for making and maintaining peace.

Transforming Conflict Resolution Education: Applying Anthropology alongside Your Students

Science.gov (United States)

Avruch, Kevin

2009-01-01

This article describes the role graduate students can play in transforming their education in the emergent field of Conflict Analysis and Resolution, as occurs at the Institute for Conflict Analysis and Resolution (ICAR), at George Mason University, Washington, DC. It also unpacks how anthropology plays a role in the education of these students at…

A Case Study of a Parent's Educational Practice.

Science.gov (United States)

Coldron, John; Boulton, Pam

1999-01-01

Examines a parent's ("Sarah") educational practice and provides a description of her family. Focuses on how Sarah began her educational practice before her children were born, her conception of education and educational success, how she makes decisions in a context of uncertainty, and the role of emotions in her educational practice. (CMK)

Conflict Resolution and Peace Education: Transformations across Disciplines

Science.gov (United States)

Carter, Candice C., Ed.

2012-01-01

Peace education includes lessons about conflict sources, transformation and resolution. While featuring field-based examples in multiple disciplines, including political science, anthropology, communication, psychology, sociology, counseling, law and teacher training, this book presents real cases of conflict work. Explained are concepts…

Postcolonial foldings of space and identity in science education: limits, transformations, prospects

Science.gov (United States)

Zembylas, Michalinos; Avraamidou, Lucy

2008-12-01

The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet the challenges of educating an increasingly diverse population in the 21st century. These essays are grounded in the assumption that it is difficult to make meaningful and transformative changes in science education so that educators' efforts take into consideration the dramatic changes (i.e., diverse culture and racial origins, language, economic status etc.) of `an era of globalization' in order to meet the demands of today's schools. Each of these four essays problematizes various aspects of the social and cultural conditions of science education nowadays using different `postcolonial' ideas to interpret the implications for science learning and teaching. Although the term `postcolonial' has certainly multiple meanings in the literature, we use this term here to describe the philosophical position of these essays to challenge long-standing and hegemonic practices and taken-for-granted assumptions in science education. Through critical analysis of these essays, we engage in a dialogue with the authors, focusing on two of what seem crucial issues in understanding the potential contributions as well as the risks of postcolonial concepts in science education; these issues are space and identity. We choose these issues because they permeate all four essays in interesting and often provocative ways.

Gamification as transformative assessment in higher education

Directory of Open Access Journals (Sweden)

Erna Oliver

2017-08-01

Full Text Available Gamification in education is still a very new concept in South Africa. Being a 21st-centuryinvention, it has already established itself in the world within the environs of the corporatemarket, marketing, training and the social world. This article will first discuss gamification(and all its other designations and its applications in general; thereafter, the focus will be onthe application of gamification within the environment of education, and more specificallywith an emphasis on assessment. The burning question for South Africa is whethergamification can enhance a module or course on the level of higher education so much that aneducational institution cannot do without it anymore, knowing that we are working withstudents belonging to the ‘Digital Wisdom generation’. This article would like to open theway for the implementation of gamification as a transformative online assessment tool inhigher education.

Research in a South African faculty of education: A transformative ...

African Journals Online (AJOL)

In South Africa, as part of transformation policies after 1994, the South African government made a deliberate effort to restructure the higher education landscape, resulting in a number of enforced mergers between universities and teacher education colleges. These complex contextual issues had a profound effect on ...

IT Mangement for Transforming Local Government - a Danish Collaborative Practice Research Project

DEFF Research Database (Denmark)

Kræmmergaard, Pernille; Agger Nielsen, Jeppe

2011-01-01

The aim of this paper is to present the methodology and preliminary findings from an on-going Danish collaborative practice research project concerning IT-Management in Transformational e-Government - DISIMIT. The ambition of the DISIMIT project is to improve IT management in local governments...... (municipalities) and to contribute with knowledge about IT-Management to the IS literature in general and to the e-government literature in particular. The paper reports on the process of conducting collaborative practice research and the selected findings from the empirical research activities. Up till now...... of eGovernment maturity and diagnosed the six main challenges faced by local governments in their efforts of realizing transformational e-Government. From these challenges, the project chose three challenges to investigate further according to the principles from Collaborative Practice Research...

ICT, Education Transformation, and Economic Development: An Analysis of the US National Educational Technology Plan

Science.gov (United States)

Kozma, Robert B.

2011-01-01

In support of the conclusions and recommendations in the National Education Technology Plan (NETP), this article makes explicit the connections between the economic rationale used in the plan and the educational transformations it recommends. The article reviews macroeconomic research, microeconomic research, labor market and workforce studies,…

Transforming Engineering Education - For Innovation and Development

DEFF Research Database (Denmark)

Marjoram, Tony

2013-01-01

Engineering and technology are of vital importance in innovation, social and economic development in higher and lower income countries. Development is driven by engineering applications and infrastructure, and most innovations derive from engineering. The last 50 years has seen significant change...... of young people in engineering, and the need to develop policy perspectives on the transformation of engineering education....... in knowledge production, dissemination and application, and associated needs for engineering, and yet engineering education has changed little over this period. This paper discusses the important role of problem-based learning and humanitarian engineering in promoting the interest, enrolment and retention...

Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series

Science.gov (United States)

Powell, Allison; Watson, John; Staley, Patrick; Patrick, Susan; Horn, Michael; Fetzer, Leslie; Hibbard, Laura; Oglesby, Jonathan; Verma, Sue

2015-01-01

In 2008, the International Association for K-12 Online Learning (iNACOL) produced a series of papers documenting promising practices identified throughout the field of K-12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K-12 education space. State,…

Transformational Leadership Characteristics Necessary for Today's Leaders in Higher Education

Science.gov (United States)

Basham, Lloyd Moman

2012-01-01

This study is concerned with the traits and characteristics of presidents of institutions of higher education who are considered transformational leaders. The study adds current data to the published and perceived characterization of leaders in higher education and their approaches to changing the learning environment at their institutions. This…

Towards a Transformational Political Concept of Love in Critical Education

Science.gov (United States)

Lanas, Maija; Zembylas, Michalinos

2015-01-01

This paper makes a case for love as a powerful force for "transforming power" in our educational institutions and everyday lives, and proposes that "revolutionary love" serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current…

Comparison of Transformational Leadership Practices: Implications for School Districts and Principal Preparation

Science.gov (United States)

Quin, Jeff; Deris, Aaron; Bischoff, Greg; Johnson, James T.

2015-01-01

The purpose of this study was to determine the leadership practices needed to improve academic achievement and generate positive change in school organizations. The study was also conducted to provide insight to principal preparation programs and school districts about effective transformational leadership practices. A quantitative research method…

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

Science.gov (United States)

Lidar, Malena; Lundqvist, Eva; Ryder, Jim; Östman, Leif

2017-12-01

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers' teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in grade 6 (Y6), over 3 years after the reforms were introduced, were analysed. Building on the ideas of John Dewey, we consider teachers' talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorisation of educational philosophies was used to teachers' habits of teaching to a collective level and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: Their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with an essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy.

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

Science.gov (United States)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted

The physician as health advocate: translating the quest for social responsibility into medical education and practice.

Science.gov (United States)

Dharamsi, Shafik; Ho, Anita; Spadafora, Salvatore M; Woollard, Robert

2011-09-01

There is a growing demand for educating future physicians to be socially responsible. It is not clear, however, how social responsibility is understood and acted on in medical education and practice, particularly within the context of a growing desire to improve health care through an equitable and sustainable delivery system. The authors conduct a concept analysis, exploring the practical philosophical understanding of social responsibility and its implications for medical education and practice. The aim is to inform curricular development, professional practice, and further research on social responsibility. The particular ways in which social responsibility is interpreted can either enhance or establish limits on how it will appear across the continuum of medical education and practice. A physician's place in society is closely tied to a moral sense of responsibility related to the agreed-on professional characteristics of physicianhood in society, the capacity to carry out that role, and the circumstances under which such professionals are called to account for failing to act appropriately according to that role. The requirement for social responsibility is a moral commitment and duty developed over centuries within societies that advanced the notion of a "profession" and the attendant social contract with society. A curriculum focused on developing social responsibility in future physicians will require pedagogical approaches that are innovative, collaborative, participatory, and transformative.

Teacher Education as or for Social and Ecological Transformation: Place-Based Reflections on Local and Global Participatory Methods and Collaborative Practices

Science.gov (United States)

Alsop, Steve; Dippo, Don; Zandvliet, David B.

2007-01-01

This paper offers reflections on two transformative teacher education projects. The first a global communities module is set in a university in Vancouver and utilizes the lens of social ecology to examine the roles of teachers in bringing an awareness of local/global issues to their students' learning experiences. The second, a Canadian…

Transition to independent practice: a national enquiry into the educational support for newly qualified GPs.

Science.gov (United States)

Griffin, Ann; Abouharb, Tareq; Etherington, Clare; Bandura, Induja

2010-09-01

The nature of the work that NQGPs are undertaking in their transition to independent practice is changing; current training may not fully prepare them for this new peripatetic role, as indicated by rising numbers of reports of poor performance in this group. Educational support at the time of transition from general practitioner (GP) training to independent practice had previously demonstrated benefits, but many formal schemes have finished. This study aimed to map out the current provision of educational support provided by the UK deaneries for NQGPs and to explore NQGPs' perceptions of the present transition from registrar to independent practitioner. Questionnaire surveys of deanery provision and semi-structured telephone interviews of a purposeful sample of newly qualified GPs across the UK. Interviews were thematically analysed. Deanery provision of educational support to NQGPs varies across the UK. Telephone interviews highlighted the transformation as problematic; NQGPs perceived that independent practice was substantially different from being in a training post - locum work, isolation and accessing educational opportunities were concerns. NQGPs frequently expressed a desire for more formalised relationships with mentors, senior colleagues or peer groups, to support their shift. As NQGPs increasingly find themselves working as locums, lacking the opportunity for stable work-based relationships, and with an increase in medical errors being reported in this group of doctors, it is suggested that there is a need to reconsider the educational support required to facilitate the transition in the early years of independent general practice.

The Examination of Four Illinois Female Superintendents and Their Transformational Leadership Practices

Science.gov (United States)

Burns-Redell, Susan M.

2013-01-01

The purpose of this study was to examine female school superintendents and their leadership practices. Particular attention is given to their leadership practices, professional development, mentoring, and barriers. The conceptual framework for this research study was based on the transformational leadership model. According to Bass and Avolio, the…

Transforming practice organizations to foster lifelong learning and commitment to medical professionalism.

Science.gov (United States)

Frankford, D M; Patterson, M A; Konrad, T R

2000-07-01

Practice organizations will increasingly engage in activities that are the functional equivalents of continuing medical education. The authors maintain that if these activities are properly structured within practice organizations, they can become powerful engines of socialization to enhance physicians' lifelong learning and commitment to medical professionalism. They propose that this promise can be realized if new or reformed practice organizations combine education and service delivery and institutionalize processes of individual and collective reflection. The resulting "institutions of reflective practice" would be ones of collegial, experiential, reflective lifelong learning concerning the technical and normative aspects of medical work. They would extend recent methods of medical education such as problem-based learning into the practice setting and draw on extant methods used in complex organizations to maximize the advantages and minimize the disadvantages that practice organizations typically present for adult learning. As such, these institutions would balance the potentially conflicting organizational needs for, on the one hand, (1) self-direction, risk taking, and creativity; (2) specialization; and (3) collegiality; and, on the other hand, (4) organizational structure, (5) coordination of division of labor, and (6) hierarchy. Overall, this institutionalization of reflective practice would enrich practice with education and education with practice, and accomplish the ideals of what the authors call "responsive medical professionalism." The medical profession would both contribute and be responsive to social values, and medical work would be valued intrinsically and as central to practitioners' self-identity and as a contribution to the public good.

The role of higher education in transforming the quality of dementia care: dementia studies at the University of Bradford.

Science.gov (United States)

Downs, M; Capstick, A; Baldwin, P C; Surr, C; Bruce, E

2009-04-01

There is now widespread concern about the inadequate care and support provided to people with dementia from diagnosis to death. It is acknowledged that while there is a range of effective ways to care for and support people with dementia and their families from diagnosis to death, these have yet to become integral to practice. In England, for example, the National Dementia Strategy seeks to transform the quality of dementia care. One of the key components to transforming the quality of care is to ensure we have an informed and effective workforce. We argue here that in order to transform the quality of care we need to distinguish between the aims of training and education. Whilst there is a place for skills-based workplace training, Higher Education in dementia studies has a key role to play in the provision of specialist knowledge and skills in dementia care emphasizing as it does the development of critical thinking, reflection and action. In this paper we describe dementia studies at Bradford University available at both undergraduate and postgraduate levels. We outline their aims and learning outcomes, curricula, approach to teaching, learning and assessment. We describe the nature of students who study with us, noting their fit with the Higher Education Funding Council in England's agenda for widening participation in higher education. Higher Education in dementia studies has a unique role to play in equipping practitioners and professionals with the information, skills and attitudes to realize the potential for quality of life for people with dementia and their families.

Sustainable Transformation & Effective Competency Management Practices in Nuclear Organizations

International Nuclear Information System (INIS)

Gardelliano, S.

2016-01-01

Full text: Managing essential knowledge as a strategic organizational asset is a factor of upmost relevance in today’s nuclear organizations. The author considers evident that competencies are critical carriers of knowledge. As such the use of an appropriate competency model could be the most effective way to capture the present reservoir of explicit and tacit Knowledge of specific functions or organizational areas. Besides, we could use them for new or other redesigned functions or determine the needs of specific competencies for future positions. Therefore, appropriate competency models or systems have to be developed or updated in each nuclear organization since these are fundamental for managing more effectively and efficiently the present nuclear human capital and to forecast the evolving competence required in management, technical, scientific and safety areas to continuously ensure a highly competent nuclear workforce. On the other hand, competency based management models or systems would not achieve the expected results if they are not fully designed and integrated within the strategic organizational infrastructure of the related nuclear organization. This paper is expected to provide a wider view and practical reflections on organizational transformation issues and the benefits of using an integrative competency model in the nuclear industry. Particularly, the paper give an insight of an empiric model for strategic organizational transformation processes and integrative management practices, and on how to realign strategic issues with top management processes and build organizational capacity through effective competency based management for the sustainable transformation of nuclear organizations. (author

Practice transition in graduate medical education.

Science.gov (United States)

Shaffer, Robyn; Piro, Nancy; Katznelson, Laurence; Gephart, Melanie Hayden

2017-10-01

Debt repayment, professional negotiation and practice management skills are vital to a successful medical practice, yet are undervalued and seldom taught in graduate medical education. Medical residents need additional training to confidently transition to independent practice, requiring the development of novel curricula. Medical residents need additional training to confidently transition to independent practice METHODS: We developed a trial practice management curriculum to educate senior residents and fellows through voluntary workshops. Topics discussed in the workshops included debt repayment, billing compliance, medical malpractice, contract negotiations, and lifestyle and financial management. Resident self-confidence was assessed, and feedback was obtained through voluntary survey responses before and after attendance at a workshop, scored using a Likert scale. Twenty-five residents from 20 specialties attended a 1-day session incorporating all lectures; 53 residents from 17 specialties attended a re-designed quarterly session with one or two topics per session. Survey evaluations completed before and after the workshop demonstrated an improvement in residents' self-assessment of confidence in contract negotiations (p practice (p practice. One hundred per cent of respondents agreed that the presentation objectives were relevant to their needs as residents. Participant responses indicated a need for structured education in practice management for senior trainees. Senior residents and fellows will benefit most from curricula, but have high familial and professional demands on their schedules. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

A Practice Turn for Teacher Education?

Science.gov (United States)

Reid, Jo-Anne

2011-01-01

Within the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University, teacher education researchers have been quick to respond to the opportunities created by what is known as "the practice turn" that characterises contemporary theory around the globe and across disciplines. We are working,…

Bridging the Research-Practice Gap: Research Translation and/or Research Transformation

Science.gov (United States)

Hirschkorn, Mark; Geelan, David

2008-01-01

The issue of the "research-practice gap"--the problematic relationship between research in education and educational practice--has been widely reported in the literature. This critical literature review explores some of the causes and features of the gap and suggests some possible approaches for addressing it. These solutions involve changes in…

Fostering solidarity and transforming identities: A collaborative approach to elementary science teacher education

Science.gov (United States)

Siry, Christina A.

This study explores the use of coteaching and cogenerative dialogue in pre-service elementary teacher education, and the ways in which collaborating to share responsibility for learning and teaching can afford the development of solidarity and new teachers' identity transformations. Specifically, the research detailed in this dissertation focuses on learning to teach science in a field-based methods course taught partially on a college campus and partially in an urban elementary school. I used critical ethnography guided by the theoretical frameworks of cultural sociology and the sociology of emotions. The lens of phenomenology provided the contextual aspects of the individual experience, and design experiment was utilized as the research unfolded, affording continual redesign of the work. Issues of identity and group membership are central to this research, and I have explored connections between the emergence of solidarity within a group of teachers and the individual identity transformations supported through a collective sense of belonging. A key component of this study was an analysis of the co-responsibility nurtured through coteaching and cogenerative dialogue, and thus the dialectical relationship between the individual and the collective is critical to this research. At the individual level, I examined identity development, and individual participation in a field-based methods course. At the collective level, I considered the ways that participants form collective identities and group solidarity. Two of the chapters of my dissertation are coauthored with students, as I have sought to dismantle teacher-student hierarchies and replace them with complex relationships supported through polysemic and polyphonic approaches to research. In examining identity and solidarity as they emerged from this approach, I make the following contributions to science teacher education; (1) identify resources and practices in elementary science teaching that surface in a

Professionsidentitet under transformation

DEFF Research Database (Denmark)

Højbjerg, Karin

2016-01-01

Point of departure is the increase of differentiation we see within knowledge and labor. Consequently, more educations are established and pressumably the new professionals will consolidate as professions with own jurisdiction. This article aims to focus on the transfor- mation, a profession...... identity undergoes in the process of consolidation. Empirical data orig- inating from ethnographic field studies of the clinical teacher’s teaching practices within the practical part of nurse education are analyzed as a case, and here seen as a kind of wel- fare organization. With inspiration from Stuart...... Hall and his cultural study tradition the analysis shows how the clinical teacher experiences setbacks when striving for a better po- sition. However, these ‘diasporic experiences’ determine that the transformation of profes- sion identity contains both elements of emancipation and change but also...

The Transformation of Music Education: A South African Case Study

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de Villiers, Alethea

2015-01-01

In this paper I reflect on transformation in South African education policy, post-1994. The new curriculum for schools was underpinned by the democratic values of the constitution and was a time of renewal for music education. However, over time as the original curriculum documents were revised, the focus of promoting indigenous traditions was…

Teachers Implementing Entrepreneurship Education: Classroom Practices

Science.gov (United States)

Ruskovaara, Elena; Pihkala, Timo

2013-01-01

Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

Thinking Skill Education and Transformational Progress in Malaysia

Science.gov (United States)

Othman, Nooraini; Mohamad, Khairul Azmi

2014-01-01

This paper intends to highlight the issues in thinking skills development and efforts made in addressing these issues in Malaysia. The education system in Malaysia has undergone a huge transformational progress particularly in the field related to the development of thinking skill. Traditionally, thinking skill was not specifically cultivated in…

Theory-practice Dichotomy in Mathematics Teacher Education: An ...

African Journals Online (AJOL)

Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.

Creating a professional development platform to transform social work clinical practice in health care.

Science.gov (United States)

Xenakis, Nancy

2018-07-01

Since U.S. Congress' 2010 passing of the Affordable Care Act and the creation of numerous care coordination programs, Mount Sinai Hospital's Department of Social Work Services has experienced exponential growth. The Department is deeply committed to recruiting and developing the most talented social workers to best meet the needs of patients and family caregivers and to serve as integral, valued members of interdisciplinary care teams. Traditional learning methods are insufficient for a staff of hundreds, given the changes in health care and the complexity of the work. This necessitates the use of new training and education methods to maintain the quality of professional development. This article provides an overview of the Department's strategy and creation of a professional development learning platform to transform clinical social work practice. It reviews various education models that utilize an e-learning management system and case studies using standardized patients. These models demonstrate innovative learning approaches for both new and experienced social workers in health care. The platform's successes and challenges and recommendations for future development and sustainability are outlined.

Transformational and abusive leadership practices: impacts on novice nurses, quality of care and intention to leave.

Science.gov (United States)

Lavoie-Tremblay, Mélanie; Fernet, Claude; Lavigne, Geneviève L; Austin, Stéphanie

2016-03-01

To investigate the impact of nurse managers exercising transformational vs. abusive leadership practices with novice nurses. In a nursing shortage context, it is important to understand better the factors that potentially influence the retention of nurses in the early stages of their career. A large body of research has found that transformational leadership practices have a positive influence on employee functioning. However, very little research exists about the detrimental impact of abusive leadership practices, much less in a nursing context. A cross-sectional design where 541 nurses from the province of Quebec (Canada) were questioned in the fall of 2013. A self-administered questionnaire was completed by nurses with less than five years of nursing experience. Results from three linear regression analysis indicated that transformational leadership practices potentially lead to high quality care and weak intention to quit the healthcare facilities. Conversely, abusive leadership practices potentially lead to poorer quality care and to strong intention to quit the healthcare facilities and the nursing profession. Paying close attention to the leadership practices of nurse managers could prove effective in improving patient care and increasing the retention of new nurses, which is helpful in resolving the nursing shortage. Our results specifically suggest not only that we promote supportive leadership practices (transformational leadership) but, most of all, that we spread the word that abusive leadership creates working conditions that could be detrimental to the practice of nursing at career start. © 2015 John Wiley & Sons Ltd.

A Trinity of Transformation, Europeanisation, and Democratisation? Current Research on Citizenship Education in Europe

OpenAIRE

Reinhold Hedtke; Tatjana Zimenkova; Thorsten Hippe

2008-01-01

Although a lot of stock-taking research on citizenship education in European countries has already be done, some key features  of citizenship education especially in transformation countries are not understood as yet. The authors briefly outline the state of the art and criticize its main shortcomings. As a result, they suggest a research agenda to enhance the knowledge about citizenship education with respect to its interconnectedness with processes of transformation and to its embeddedness ...

General educational disciplines practice-oriented training in intermediate vocational education

Directory of Open Access Journals (Sweden)

Liya G. Skorobogatova

2011-01-01

Full Text Available The article concerns crucial issues of practice-oriented training in Russia's intermediate vocational education, designates directions of general educational disciplines study in intermediate vocational education.

Fair-Minded Critical Thinking in Development Education: Reflections on Pedagogies for Transformation

Science.gov (United States)

Brown, Eleanor J.

2014-01-01

This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation…

The relationship between internationalisation, creativity and transformation: A case study of higher education in Hungary

Directory of Open Access Journals (Sweden)

Melanie K. Smith

2017-09-01

Full Text Available The main objective of this article is to explore the relationship between internationalisation, creativity and transformation in the context of higher education. It is argued in academic theory that the process of internationalisation in higher education has two pillars: transformational learning and creative development, and that creativity is an integral part of transformational learning. To explore this relationship further, the authors draw on primary research undertaken in the context of a higher education institution in Budapest, Hungary. A Delphi study with senior academic staff and a focus group with Hungarian and international students were included in the research. Questions were asked which aimed to determine whether creativity is indeed an integral part of transformational learning, and whether creativity and transformation are the most important elements of internationalisation. Staff and students recognise the creative and transformative potential of internationalisation, but they also identified several challenges. These include encouraging students to go beyond instrumental approaches to learning, providing staff with the relevant training and support, changing the culture of institutions and overcoming the lack of flexibility in existing national education structures. Overall, the research findings reinforced theoretical perspectives, which propose creative thinking, cooperative and communicative learning, project-based and problem-solving activities as some of the main tools in the process of transformational learning and prerequisites for internationalisation.

Practicing What We Teach: Trauma-Informed Educational Practice

Science.gov (United States)

Carello, Janice; Butler, Lisa D.

2015-01-01

This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and…

Interaction between Philosophy of Education and Teaching Practice

Science.gov (United States)

Bim-Bad, Boris Michailovich; Egorova, Lioudmila Ivanovna

2016-01-01

The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as "philosophy of education" is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as "practice," "teaching practice" are analysed in view of…

Education as a springboard for transformational leadership development: listening to the voices of nurses.

Science.gov (United States)

Galuska, Lee A

2014-02-01

Nurses must assume a transformational leadership role in increasing the quality, safety, access, and value in the health care system. To lead effectively in this transformation process, nurses must be prepared for leadership roles. A strong leadership knowledge based acquired through education provides the springboard for nursing leadership competency development. This metasynthesis of 27 studies provided a broad understanding of the contribution and effectiveness of education for leadership competency from the perspective of nurses who have experienced it. Four overarching themes emerged: evidence-based relevant content, optimized learning strategies, benefits to the learner and others, and tensions and threats to the application of learning. This study affirms the value of a strong educational foundation for nursing leadership. With the support of a firm, yet flexible, educational platform, nurses will be positioned to more effectively lead and partner in health care transformation.

Open Educational Practices in Higher Education: Institutional Adoption and Challenges

Science.gov (United States)

Murphy, Angela

2013-01-01

Open educational resources and open education practices have the potential to lower costs and increase participation in higher education. One hundred and ten individuals from higher education institutions around the world participated in a survey aimed at identifying the extent to which higher education institutions are currently implementing open…

Constructivism and Reflective Practice in Practice: Challenges and Dilemmas of a Mathematics Educator.

Science.gov (United States)

Frid, Sandra

2000-01-01

Examines some reasons for the gap between teacher education and school practices, a potential conflict between teacher educator's views and pre-service teacher's own views of their learning, and negligence in examining the discourses within which educational practices are constituted. (Contains 37 references.) (Author/ASK)

The transformation of osteopathic medical education.

Science.gov (United States)

Gevitz, Norman

2009-06-01

Osteopathic medical schools and hospital-based postgraduate programs have long constituted small but important sources of physicians and surgeons, particularly for traditionally underserved areas of the United States. Though frequently marginalized in or even left out of standard histories and studies of U.S. medical education, these institutions have become much more difficult to ignore, given the rapid expansion of the number of osteopathic medical students in new and existing colleges and the size of their classes. By 2019, upwards of 25% of all U.S. medical school graduates produced annually will be doctors of osteopathic medicine. The author examines the process through which osteopathy was transformed into osteopathic medicine, how osteopathic medical schools achieved their present status as a significant source of U.S. graduates for residency training, and what challenges osteopathic medical education now faces.

DESTRUCTIVE EDUCATIONAL PRACTICES AT UNIVERSITY

Directory of Open Access Journals (Sweden)

Андрей Владимирович Феоктистов

2013-05-01

Full Text Available The article is devoted to problems of origin and development of destructive educational practices at university. The authors focus on complex of interactions that disturb the existing in the academic environment norms and ethical principles. The most vivid evidence of destructive educational practice is the corruption issue. On the basis of the analyzed publications dealing with dynamics of corruption in the Russian higher education and the results of the survey by questionnaire, carried out at the technical university, the complex of recommendations has been prepared and suggested that is directed at minimization of destructive behavior at university.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-28

The Needs and Perceptions of Academics regarding Their Professional Development in an Era of Educational Transformation

Science.gov (United States)

Hassan, S.

2011-01-01

As the wave of educational transformation sweeps across the higher education landscape, few academics have been unaffected by its impact. It has been well documented that academics are ill-prepared to cope with the challenges of educational transformation, yet training and development that would provide the appropriate support to meet the demands…

Funding and the Attainment of Transformation Goals in South Africa's Higher Education

Science.gov (United States)

Wangenge-Ouma, Gerald

2010-01-01

The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under-represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or…

From Abstraction to Transformation

DEFF Research Database (Denmark)

Ribers, Bjørn

the other subjects ‘being in existence’ a transformation of the personality takes place and a deeper understanding and compassion for ‘the other’ is integrated. Ethical judgment is a demanding and inescapable aspect of social work; hence, the educational institutions are compelled to prioritise questions......This paper presents perspectives on ethical dimensions and social dilemmas encountered in the professional work of social welfare practitioners in Denmark. The paper draws on examples from an ethnographic study of the subjective experiences of professionals with practice and the educational setting...

Gendered nursing education and practice in Iran.

Science.gov (United States)

Fooladi, Marjaneh M

2003-01-01

Through qualitative ethnographic methods, the researcher gendered nursing education and practice among human nursing students and faculty. Interaction with nursing students and faculty occurred in a familiar turf using the native language in interviews and on field observations. Settings included classrooms, skills laboratory, faculty offices, clinical areas, and informants' homes. Formal and informal interviews, observations, and printed materials provided useful data to reach consistent common patterns. Thematic analysis and triangulation of data identified gender variations in care and compassion, spirituality, economic motives, and practice preference. Integrated experiences of pre-Islamic period were used to describe the current developments of gendered nursing education and practice in the Islamic Republic of Iran. Study of gendered nursing education and practice brings attention to the cultural significance of gender issues. This body of knowledge will benefit American nurses and educators by increasing their cultural understanding of gender.

Transformation of Rights to Education

Directory of Open Access Journals (Sweden)

Ali Tarik GÜMÜŞ

2012-05-01

the international market, governments are forced to adapt to the imperatives of global competition, and this means cutting cost-intensive education programmes. These processes increase in income inequality, and pressures on welfare states to transform benefits in the states with the result of this situation adversely affecting the right to education. The "new-politics" aims right to education retrenchment.

Eleanor Clarke Slagle Lectureship, 1984: transformation of a profession.

Science.gov (United States)

Gilfoyle, E M

1984-09-01

Professional evolution includes a period of disunity, a phase when old values and concepts are being examined, and new perspectives emerge. Disunity can be a positive impetus for dynamic change. Transformation provides a higher level reintegration through which new understanding and progress unfold. Occupational therapy's transformation is now; it is time for careful analysis and creative synthesis. Transformation is a three-fold process of integration of past, present, and future into an upward spiral of professional development. Transformation is a constant flow of activities influenced by both internal and external factors. Although there are multidimensions that influence occupational therapy's transformation, three major components are inherent in the profession's paradigm shift: society's decline in patriarchal authority; decline in allegiance to a biomedical model; and shift in values, dimensions of practice, and education that form the reality of occupational therapy. Transformation of our profession will be a paradigm shift: in our value system of purposeful activity to a new perspective of occupation and occupational, in our quest to develop a unifying theory for recognition of the unifying force of values, in our concepts and theories to include the science of occupation and the art of purposefulness from total allegiance to scientific knowledge to include intuitive knowledge, from being an allied medical field to an independent health profession that is both educationally and medically related, from a biomedical model to a paradigm of wellness, in balancing of feminine and masculine values of human nature in organizing educational curricula and entry-level requirements that reflect our value system and predicted practice dimensions.

For Function or Transformation? A Critical Discourse Analysis of Education under the Sustainable Development Goals

Science.gov (United States)

Brissett, Nigel; Mitter, Radhika

2017-01-01

We conduct a critical discourse analysis of the extent to which Sustainable Development Goal 4, "to ensure inclusive and equitable quality education for all and promote lifelong learning," promotes a utilitarian and/or transformative approach to education. Our findings show that despite transformative language used throughout the Agenda,…

Higher Education, Learning Regions and the Malaysian Transformation Policies

Science.gov (United States)

Azman, Norzaini; Sirat, Morshidi; Ahmad, Abdul Razak

2014-01-01

The process of globalisation has undoubtedly impacted countries, bringing about different challenges for each country, region and locality. Many countries have responded positively to the demands and challenges through a societal transformation process with an emphasis on developing tertiary education, research and innovative capacities. Drawing…

Implementation and Sequencing of Practice Transformation in Urban Practices with Underserved Patients.

Science.gov (United States)

Quigley, Denise D; Predmore, Zachary S; Chen, Alex Y; Hays, Ron D

Patient-centered medical home (PCMH) has gained momentum as a model for primary-care health services reform. We conducted interviews at 14 primary care practices undergoing PCMH transformation in a large urban federally qualified health center in California and used grounded theory to identify common themes and patterns. We found clinics pursued a common sequence of changes in PCMH transformation: Clinics began with National Committee for Quality Assurance (NCQA) level 3 recognition, adding care coordination staff, reorganizing data flow among teams, and integrating with a centralized quality improvement and accountability infrastructure. Next, they realigned to support continuity of care. Then, clinics improved access by adding urgent care, patient portals, or extending hours. Most then improved planning and management of patient visits. Only a handful worked explicitly on improving access with same day slots, scheduling processes, and test result communication. The clinics' changes align with specific NCQA PCMH standards but also include adding physicians and services, culture changes, and improved communication with patients. NCQA PCMH level 3 recognition is only the beginning of a continuous improvement process to become patient centered. Full PCMH transformation took time and effort and relied on a sequential approach, with an early focus on foundational changes that included use of a robust quality improvement strategy before changes to delivery of and access to care.

HIRING TRANSFORMATIONAL LEADERS IN EDUCATION: LESSONS LEARNED FROM STRUCTURED EMPLOYMENT INTERVIEWS

Directory of Open Access Journals (Sweden)

Denver Jade Fowler

2016-09-01

Full Text Available In the educational setting, hiring transformational leaders is essential to a schools’ success or failure. In this study, we examine Confucianism and country influence on structured employment interviews from both Western (United States and Eastern cultures (Taiwan. Eastern cultures have certain values not prevalent in Western cultures that may reduce the use of transformational leadership questions in job interviews. Eastern cultures have higher levels of uncertainty avoidance, collectivism, and power distance. We examined questions asked in actual job interviews in Taiwan and the United States (N = 178. Additionally, we examined the three dimensions of interview structure including evaluation standardization, question sophistication, and questioning consistency. We found that the number of questions about transformational leadership were less common in Taiwan, with its lower selection ratios, and when question sophistication and consistency were higher. In the United States, we found that the number of questions about transformational leadership increased with selection ratio, question sophistication, and question consistency, but not in Taiwan. The results of this study have important implications to all workplace settings around the globe where it may be argued that it is advantageous to hire transformational leaders to improve any organization. However, the results of this study may have particular importance to the educational setting, in both China and the United States, and globally, where the need to attract and hire transformational leaders can be vital to a schools’ success (or failure.

Integration or transformation? Looking in the future of Information and Communication Technology in education in Vietnam.

Science.gov (United States)

Peeraer, Jef; Van Petegem, Peter

2015-02-01

Over the last two decades, crucial factors for Information and Communication Technology (ICT) in education have improved significantly in Vietnam. Nevertheless, it is clear that, as in other countries, no educational revolution is taking place. We argue that there is a need for a broad dialogue on the future of ICT in education in Vietnam as discussion of ideas about future possibilities can be instrumental in rationalizing and generating educational change. We explore how a group of key players representing the public and private sector as well as development partners in the field look at the future of ICT in education in the country. Following the Delphi method, these key players assessed in different survey rounds the current situation of ICT in education, identified a series of targets and were asked to assess these targets in respect of their importance. The key players reached a consensus that the purpose of technology integration is to achieve learning goals and enhance learning. However, there is more controversy on targets that could potentially transform education practice in Vietnam. We discuss the value of the Delphi technique and argue for increased participation of all involved stakeholders in policy development on ICT in education. Copyright © 2014 Elsevier Ltd. All rights reserved.

Mathematics education as a network of social practices

DEFF Research Database (Denmark)

Valero, Paola

2010-01-01

Based on an analysis of mathematics education research as an academic field and on current social, political and economic transformations in many European countries, I would argue for the need to rethink and enlarge definitions and views of mathematics education as a scientific field of study in ...

Transformative practices in secondary school science classrooms: Life histories of Black South African teachers

Science.gov (United States)

Jita, Loyiso Currell

1999-11-01

This study investigated the construction of teaching practices that are aimed at including all students in learning the key ideas of science and helping them to develop a voice for participating in the discourses in and outside of the science classroom. Such practices define what in this study is referred to as transformative practice. The study tells the stories of three Black secondary school teachers in South Africa who have worked to construct a transformative practice in their biology and physical science classrooms. Using a life history perspective, the study explored the relationships between teachers' identities and the changes in their classroom practices. Data were collected mainly through periodic interviews with the teachers and observations of their teaching practices over a period of 18 months. An important finding of the study was that the classroom practices of all three teachers were defined by three similar themes of: (1) "covering the content" and preparing their students to succeed in the national examinations, (2) developing deep conceptual understandings of the subject matter, and (3) including all students in their teaching by constructing what other researchers have called a "culturally-relevant" pedagogy. This finding was consistent despite the observed variations of context and personal histories. A major finding of this study on the question of the relationship between identity and teaching practice was that despite the importance of context, subject matter, material and social resources, another category of resources---the "resources of biography"---proved to be crucial for each of the teachers in crafting a transformative pedagogy. These "resources of biography" included such things as the teachers' own experiences of marginalization, the experiences of growing up or living in a particular culture, and the experiences of participating in certain kinds of social, political, religious or professional activities. The study suggests that it

Practical education in family planning: integrative review

Directory of Open Access Journals (Sweden)

Creusa Ferreira da Silva

2017-07-01

Full Text Available Objectives: To identify educational practices in family planning, facilitating factors, difficulties and resulting impacts. Method: This is an integrative literature review, using the three descriptors: "family planning", "health education" and "contraception"; In the databases of the Scientific Electronic Library Online (SciELO, Latin American and Caribbean Literature in Health Sciences (LILACS and Nursing Database (BDENF, were searched in January and February 2016. Results: Regarding the accomplishment of educational practices, most of the studies pointed out its accomplishment. The difficulties and facilitators aspects were related to the management of the health service, professional competence and users. Guarantee of family rights and autonomy were the impacts pointed out. Conclusion: The study showed that educational practices in family planning are tools to be encouraged as a guarantee and respect for sexual and reproductive rights. Descriptors: family planning; education in health; contraception.

Linking educational leadership styles to the HR architecture for new teachers in primary education.

Science.gov (United States)

Vekeman, Eva; Devos, Geert; Valcke, Martin

2016-01-01

This study aims to gain insight in the relationship between principals' leadership styles and the configuration of different HR practices for new teachers in primary education. Besides the longstanding interest in educational leadership as a key element in teacher and student performance, there is a growing interest in strategic human resource management (SHRM) in the educational sector. However, few educational studies link educational leadership to SHRM. In particular, this study examines the relationship between principals' instructional and transformational leadership style and principals' strategic and HR orientation in configuring HR practices for new teachers. Data were gathered using a mixed methods approach, including interviews with 75 principals as well as an online survey of 1058 teachers in Flemish primary education. Qualitative interview data were transformed and analysed together with the quantitative survey data using logistic regression and ANOVA analyses. The results indicate that both instructional and transformational leadership is associated with the strategic orientation of principals. The HR orientation, on the other hand, is not reflected in the principals' leadership style. Recommendations for further research in this area are discussed.

The History of Evidence-Based Practice in Nursing Education and Practice.

Science.gov (United States)

Mackey, April; Bassendowski, Sandra

Beginning with Florence Nightingale in the 1800s and evolving again within the medical community, evidence-based practice continues to advance along with the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains. The concept evidence-based practice is defined, and the similarities and differences to evidence-based medicine are discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline. Copyright © 2016 Elsevier Inc. All rights reserved.

Evaluation Instruments and Good Practices in Online Education

Science.gov (United States)

Baldwin, Sally J.; Trespalacios, Jesús

2017-01-01

Chickering and Gamson's (1987) "Seven Principles for Good Practice in Undergraduate Education" offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions…

Africentric education leadership: Theory and practice

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KMT G. SHOCKLEY

2008-03-01

Full Text Available This article unveils the largely unknown theories and practices of “cultural reattachment Africentric education leaders,” because many people of African descent are now choosing to reattach (in whole or in part to aspects of certain African cultures (such as Wolof or Akan. The article offers a brief background of African-centered education, discusses the theories and philosophies of Africentric education leaders, and explicates the methodology of this Africentric research project. Africentric education leaders are concerned about black communities becoming more avaricious but less unified; therefore, they offer African cultural ethos to combat both miseducation and individualism. This article also provides policy recommendations for instituting Africentric education as a comprehensive approach to address myriad problems being faced by black children and communities. In this research I advocate for Africentric theory and also employ ethnographic methods as I examine Africentric education practice.

Scoping the role and education needs of practice nurses in London.

Science.gov (United States)

Procter, Susan; Griffiths, Lauren; Fanning, Agnes; Wallman, Lizzie; Loveday, Heather P

2017-07-01

Aims To identify education priorities for practice nursing across eight London Clinical Commissioning Groups (CCGs); to identify the education, training, development and support needs of practice nurses in undertaking current and future roles. The education needs of practice nurses have long been recognised but their employment status means that accessing education requires the support of their GP employer. This study scopes the educational requirements of the practice nurse workforce and working with educational providers and commissioners describes a coherent educational pathway for practice nurses. A survey of practice nurses to scope their educational attainment needs was undertaken. Focus groups were carried out which identified the education, training, development and support needs of practice nurses to fulfil current and future roles. Findings A total of 272 respondents completed the survey. Practice nurses took part in three focus groups (n=34) and one workshop (n=39). Findings from this research indicate a practice nurse workforce which lacked career progression, role autonomy or a coherent educational framework. Practice nurses recognised the strength of their role in building relationship-centred care with patients over an extended period of time. They valued this aspect of their role and would welcome opportunities to develop this to benefit patients. This paper demonstrates an appetite for more advanced education among practice nurses, a leadership role by the CCGs in working across the whole system to address the education needs of practice nurses, and a willingness on the part of National Health Service education commissioners to commission education which meets the education needs of the practice nurse workforce. Evidence is still required, however, to inform the scope of the practice nurse role within an integrated system of care and to identify the impact of practice nursing on improving health outcomes and care of local populations.

The common core mathematics standards transforming practice through team leadership

CERN Document Server

Hull, Ted H; Balka, Don S

2012-01-01

Transform math instruction with effective CCSS leadership The Common Core State Standards for mathematics describe the "habits of mind" that teachers should develop in their students without which the content standards cannot be successfully implemented. This professional development resource helps principals and math leaders grapple with the changes that must be addressed so that teachers can implement the practices required by the CCSS. Included are: A clear explanation of the CCSS for Mathematical Practice  Techniques to help leadership teams collaboratively implement and maintain the new standards A proficiency matrix with examples of instructional strategies for helping students reach competency in each standard.

The Extent of Educational Technology's Influence on Contemporary Educational Practices

OpenAIRE

Kim, Bradford-Watts

2005-01-01

This paper investigates how advances in educational technologies have influenced contemporary educational practices.It discusses the nature of educational technology, the limitations imposed by the digital divide and other factors of uptake, and the factors leading to successful implementation of educational technologies.The extent of influence is then discussed,together with the probable implications for educational sites for the future.

Linking health education and sustainability education in schools

DEFF Research Database (Denmark)

Madsen, Katrine Dahl; Nordin, Lone Lindegard; Simovska, Venka

2015-01-01

, the focus is on transformation processes occurring on the trajectory from international policy frameworks to the national context. The chapter considers the consequences of these transformation processes for educational practices within schools in light of the current major reform of basic general education......This chapter addresses the relationships between international and national (Danish) policies regarding sustainability and health promotion which have the potential to affect school-based health education/promotion and education for sustainable development. Based on policy mapping and analysis...... in Denmark with its aims of ensuring overall school improvement, increasing pupil wellbeing and improving academic outcomes. Analysis of international policy documents, as well as of research literature in both fields, shows that school-based health education (HE) and education for sustainable development...

Characteristics of an ideal practice educator: Perspectives from practice educators in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy and physiotherapy and radiation therapy

International Nuclear Information System (INIS)

Francis, A.; Hills, C.; MacDonald-Wicks, L.; Johnston, C.; James, D.; Surjan, Y.; Warren-Forward, H.

2016-01-01

Background: Practice education is a compulsory component of health programs with practice educators playing a critical role in the education of students. Practice educator characteristics may positively or negatively affect student learning in practice settings. This study aimed to identify characteristics of the ideal practice educator that lead to successful practical experiences as perceived by current practice educators working in the Australian context of diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy, physiotherapy and radiation therapy. Methods: All practice educators (n = 1063) on the University of Newcastle Practice Educator Database were invited to participate in this prospective, cross-sectional, descriptive study via online link or paper format. Results: There was a 52% response rate. The five most valued characteristics were feedback skills, non-judgemental, professionalism, clarity and listening skills. The five least valued characteristics were scholarly activity, respect for students' autonomy, well-prepared, availability and being a role model. Comparisons between disciplines, genders, ages, years in practice and levels of supervisory experience indicated some statistically significant differences, though actual differences were small. Discussion: Overall there was a high degree of agreement within and between disciplines on the characteristics of the ideal practice educator. The top five skills could be classed as generic skills and not specific clinical and practice skills, thus formal training and certification schemes may enhance practice educator competence. - Highlights: • The most important characteristics were feedback skills and non-judgmental. • The least important characteristics were scholarly activity and respects student autonomy. • Female educators valued all characteristics except scholarly activities as being more important. • Older participants valued availability, and

The Model of Transformational Change for Moral Action: A Conceptual Framework to Elevate Student Conduct Practice in Higher Education

Science.gov (United States)

Neumeister, James R.

2017-01-01

Higher education faces heightened scrutiny regarding student misconduct, but collegiate disciplinary processes often have minimal impact on students. Their ineffectiveness is partially attributable to the absence of a conceptual framework that guides conduct administration by linking theory, practice, and outcomes. This article presents a…

The Threat of Unexamined Secondary Data: A Critical Race Transformative Convergent Mixed Methods

Science.gov (United States)

Garcia, Nichole M.; Mayorga, Oscar J.

2018-01-01

This article uses a critical race theory framework to conceptualize a Critical Race Transformative Convergent Mixed Methods (CRTCMM) in education. CRTCMM is a methodology that challenges normative educational research practices by acknowledging that racism permeates educational institutions and marginalizes Communities of Color. The focus of this…

Teacher Transformation from Complex Thinking

Directory of Open Access Journals (Sweden)

Johana Carolina Peña Lozada

2018-02-01

Full Text Available The present article is a qualitative investigation of phenomenological interpretative paradigm, of documentary type; and seeks to analyze the transformation of the teacher from the complex thinking, centered on the teacher-student benefit, through a bibliographic documentary triangulation of the authors Edgar Morin and Matthew Lipman with the subject of complex thinking and the necessary knowledge for education, David Ausubel, Jean Piaget and Lev Vygotsky with educational psychology, Pérez Esclarín with the humanization of education, and finally with contributions from Honore Bernard, UNESCO in the field of teacher transformation. Faced with the crisis and the evolution of education in Latin America requires an educational reform where innovation, creativity, training, vocation and love of teaching practices are contemplated, looking towards the adjustment profile of the current reality of apprentices, assuming in a continuous way the challenge of breaking barriers that obstruct the goal that is pursued in the multidimensional, professional, spiritual and human field, immersed in the complexity of their work, and interacting with all the interior and exterior elements of their humanity that are exposed in the challenge of complex thinking.

Teachers as Allies: Transformative Practices for Teaching DREAMers and Undocumented Students

Science.gov (United States)

Wong, Shelley, Ed.; Gosnell, Elaisa Sánchez, Ed.; Luu, Anne Marie Foerster, Ed.; Dodson, Lori, Ed.

2017-01-01

Learn how to engage and advocate for undocumented children and youth with this new resource written by and for teachers. "Teachers as Allies" provides educators with the information and tools they need to involve immigrant students and their American-born siblings and peers in inclusive and transformative classroom experiences. The…

Transforming Higher Education through and for Democratic Civic Engagement: A Model for Change

Science.gov (United States)

Saltmarsh, John; Janke, Emily M.; Clayton, Patti H.

2015-01-01

Twenty years ago, reflecting on the possibilities for service-learning (SL) to help re-envision higher education, Zlotkowski (1995) considered the question, "Does service-learning have a future?" and concluded "nothing less than a transformation of contemporary academic culture," a transformation of higher education…

Transformative Moral Education: Challenging an Ecology of Violence

Science.gov (United States)

Joseph, Pamela Bolotin; Mikel, Edward

2014-01-01

From the perspective that we live amidst an ecology of violence, we contend that educators should not circumscribe their ethical roles by endorsing the dominant individualistic goals and practices of moral education. To counter a pervading worldview of violence and tolerance for violence, we propose instead that teachers embrace the multifaceted…

Transforming the Capstone: Transformative Learning as a Pedagogical Framework and Vehicle for Ethical Reflection in the Capstone Course

Science.gov (United States)

Martin, Jason M.; Strawser, Michael G.

2017-01-01

This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

Humanism, Administration and Education

DEFF Research Database (Denmark)

Plum, Maja

2012-01-01

are not restricted to the administrative practices, but are part of education and its humanistic legacy as well. As such, the administrative demand of documentation becomes possible and recognisable through its reproductive elements. Elements that are constituted in a transformative conjunction in which......Abstract Through the example of a Danish reform of educational plans in early childhood education, this paper analyses the emergence of a new pedagogical desire related to administrative educational reforms promoting accountability, visibility and documentation. Two arguments are made: first......, it is argued that the changes in administrative practices during the last decade constitute a transformation, but also a reproduction of relations between knowledge and governing that goes back to the big expansion of the welfare state. Second, it is argued that these relations between knowledge and governing...

Activity Theory and the Transformation of Pedagogic Practice

Science.gov (United States)

Yamazumi, Katsuhiro

2006-01-01

Today, work and other societal practices are experiencing accelerating paradigm shifts from mass-production-based systems toward new systems based on networking between organizations, collaboration, and partnerships. This shift requires new paradigms in the fields of education, learning, and development. As human activity quickly changes to…

Inclusive Educational Practice in Europe: Psychological Perspectives

Science.gov (United States)

Arnold, Christopher, Ed.; Horan, Jacqueline, Ed.

2017-01-01

The inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don't adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will…

DIGITAL TRANSFORMATION OF UNIVERSITY EDUCATION IN UKRAINE: TRAJECTORIES OF DEVELOPMENT IN THE CONDITIONS OF NEW TECHNOLOGICAL AND ECONOMIC ORDER

Directory of Open Access Journals (Sweden)

Oleg Ye. Kaminskyi

2018-04-01

Full Text Available The article substantiates the role of the digital transformation of higher education in Ukraine in the era of the fourth industrial revolution. There was proven the need to develop the strategy of the university education digital transformation, as well as the formation of new information and communication competencies. According to the authors, the strategy of digital transformation of the university education system has to include the modernization of corporate IT architecture management, which should be implemented as a cloud-based platform. The authors analysed the main possible directions of the educational services transformation and the accompanying business processes. The use of blockchain technology for the educational content management module construction is proposed. The integration of the educational content management modules of different Ukrainian universities should become the basis for creating a global cloud-based platform for higher education.

Effects of RN Age and Experience on Transformational Leadership Practices.

Science.gov (United States)

Herman, Susan; Gish, Mary; Rosenblum, Ruth; Herman, Michael

2017-06-01

This study reported the evolution of transformational leadership (TL) practices and behaviors across years of age, management experience, and professional nursing practice within a professional nursing leadership organization. Recent studies of CNO TL found valuations peak near age 60 years. This study reported on a wider range of management positions, correlating years of RN practice and management experience and age to TL metrics. This study used Kouzes and Posner's Leadership Practices Inventory-Self-Assessment (LPI-S) to survey a nursing leadership organization, the Association of California Nurse Leaders (ACNL). Anonymous responses were analyzed to identify leadership trends in age and years of professional service. On average, LPI-S metrics of leadership skills advance through years of management, RN experience, and age. The TL scores are statistically higher in most LPI-S categories for those with more than 30 years of RN or management experience. Decade-averaged LPI-S TL metrics in the ACNL survey evolve linearly throughout age before peaking in the decade from age 60 to 69 years. A similar evolution of TL metrics is seen in decades of either years of management experience or years of RN experience. Transformational leadership increased with nursing maturity particularly for LPI-S categories of "inspire a shared vision," "challenge the process," and "enable others to act." In the ACNL population studied, decade-averaged leadership metrics advanced. Leadership evolution with age in the broader RN population peaked in age bracket 60 to 69 years. The LPI-S averages declined when older than 70 years, coinciding with a shift from full-time work toward retirement and part-time employment.

Reflective Practices for Teacher Education

Directory of Open Access Journals (Sweden)

Paulus Kuswandono

2017-01-01

Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

BOOK REVIEW OPEN EDUCATIONAL RESOURCES: Policy, Costs and Transformation

Directory of Open Access Journals (Sweden)

Can GULER

2016-10-01

Full Text Available This book presents 15 case studies contributed by researchers and policy makers. The Open Educational Resources (OER implementations are expressed through different point of views. This book focused on three themes: policy, costs and transformation. Policy theme is related to the establishment of priorities for supporting the decisions made by an institution or organization. Costs theme explores the funding of OER, particularly in the sense of cost effectiveness. Transformation theme provides examples that demonstrate how OER can be used in ways that go beyond replication of current teaching and learning models. The editors in the Introduction elaborately describe these three themes.

Multicultural Education Course Put into Practice

Science.gov (United States)

Jun, Eun Jeong

2016-01-01

This study examines the ways in which two teachers who have previously taken a multicultural education course put into practice multicultural teaching in a first grade afterschool program. Banks' five dimensions of multicultural education are used as the theoretical framework for analyzing past research on multicultural education courses and for…

Toward an Ontology of Practices in Educational Administration: Theoretical Implications for Research and Practice

Science.gov (United States)

Newton, Paul; Riveros, Augusto

2015-01-01

In this article, we argue for a study of educational administration centered on an "ontology of practices." This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners.…

A Study of Self-Perceived Transformational Leadership Behaviors of Special Education Directors

Science.gov (United States)

Williams, Kristen E.

2014-01-01

The special education director is responsible for a myriad of responsibilities related to the education of students with disabilities. Little is known about the leadership behaviors associated with this position. Considerable research has been done to document the many benefits of transformational leadership behaviors on organizational climate and…

Waste in Education: The Potential of Materiality and Practice

Science.gov (United States)

Jørgensen, Nanna Jordt; Madsen, Katrine Dahl; Laessøe, Jeppe

2018-01-01

This article explores how waste materials and waste practices figure in education, pointing to educational potentials of waste which have hitherto received little consideration in environmental and sustainability education practice and research. Building on empirical research on waste education in Danish schools and preschools, we discuss how an…

Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

Science.gov (United States)

Stacey, G; Oxley, R; Aubeeluck, A

2015-09-01

What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

Artistic Education and social transformation in the context of Digital Humanities

Directory of Open Access Journals (Sweden)

Rafael Marfil-Carmona

2018-05-01

Full Text Available The visual and audiovisual arts have an important presence on the Internet. For this reason, it is currently impossible to develop an Arts Education that does not take into account the relevance of digital culture. In the 21st century, the didactic approach to art requires the implementation of media literacy, visual and audiovisual processes. Media and Artistic Education come together to ensure individual and social transformation. Digital Humanities has much to do with this purpose. They are centred on the empowerment of citizens, made possible through learning and creativity processes. There is an urgent need to adapt Arts Education to digital culture and innovation, artistic and educational, through technological media and screens. This text proposes some conceptual bases that, from an interdisciplinary point of view, allow artistic education that takes into account the characteristics of a prosumer society. This society is immersed in processes of active participation in Social Media, but also tends to info-xication that produces the mass creation and diffusion of images. The transition from an educational and artistic model, eminently manual, to a new reality based on technology and the relational factor, must be considered as a constructionist evolution that allows implementing an integrating approach of old and new approaches. The objective is to consolidate creativity and artistic understanding as a factor for human development and social transformation, essential factors for critical citizenship.

Transformational leadership in nursing practice.

Science.gov (United States)

Doody, Owen; Doody, Catriona M

Traditionally, nurses have been over-managed and led inadequately, yet today they face unprecedented challenges and opportunities. Organisations constantly face changes that require an increasingly adaptive and flexible leadership. This type of adaptive leadership is referred to as 'transformational'; under it, environments of shared responsibilities that influence new ways of knowing are created. Transformational leadership motivates followers by appealing to higher ideas and moral values, where the leader has a deep set of internal values and ideas. This leads to followers acting to sustain the greater good, rather than their own interests, and supportive environments where responsibility is shared. This article focuses on transformational leadership and its application to nursing through the four components of transformational leadership. These are: idealised influence; inspirational motivation; intellectual stimulation; and individual consideration.

The impact of 'Generation Y' occupational therapy students on practice education.

Science.gov (United States)

Hills, Caroline; Ryan, Susan; Smith, Derek R; Warren-Forward, Helen

2012-04-01

Many occupational therapy students can be classified as 'Generation Y', a group whose characteristics are perceived as being confident, optimistic and 'techno-savvy'. This study aimed to explore practice educator perceptions of 'Generation Y' students. A questionnaire survey was sent to all practice educators affiliated with the university. The survey contained fixed choice questions on demographics and educators' knowledge of the term 'Generation Y', followed by open-ended questions on practice educator perceptions of occupational therapy 'Generation Y' students and the educational strategies used in practice education. Anonymous responses were analysed using descriptive statistics, attribute coding and content analysis. Most educators considered that there was, in fact, a 'Generation Y student', describing them as confident with technology, over confident in their skill level and easily bored. Practice educators raised concerns regarding students' casual communication, poor professional behaviour, shallow professional reasoning and difficulty when receiving negative feedback. Overall, the results of this study suggest that 'Generation Y' students are having both a negative and a positive impact on practice education in occupational therapy. For educators, management of the overconfident student and professional reasoning development should be addressed in university practice education workshops. For students, the need for clarification of placement expectations on professional behaviour and communication was indicated. Students may also require 'listening to feedback' skill development prior to practice education. Universities and practice educators should consider the development of technological resources for practice education, including simulation, to meet the needs of the, now recognised 'Generation Y' student. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Institutions of Higher Education Pre-Service School Health Education Practices

Science.gov (United States)

Davidson, Brad; Telljohann, Susan K.; Dake, Joseph A.; Price, James H.

2010-01-01

Background: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to…

Toward inclusive science education: University scientists' views of students,instructional practices, and the nature of science

Science.gov (United States)

Bianchini, Julie A.; Whitney, David J.; Breton, Therese D.; Hilton-Brown, Bryan A.

2002-01-01

This study examined the perceptions and self-reported practices of 18 scientists participating in a yearlong seminar series designed to explore issues of gender and ethnicity in science. Scientists and seminar were part of the Promoting Women and Scientific Literacy project, a curriculum transformation and professional development initiative undertaken by science, science education, and women's studies faculty at their university. Researchers treated participating scientists as critical friends able to bring clarity to and raise questions about conceptions of inclusion in science education. Through questionnaires and semistructured interviews, we explored their (a) rationales for differential student success in undergraduate science education; (b) self-reports of ways they structure, teach, and assess courses to promote inclusion; and (c) views of androcentric and ethnocentric bias in science. Statistical analysis of questionnaires yielded few differences in scientists' views and reported practices by sex or across time. Qualitative analysis of interviews offered insight into how scientists can help address the problem of women and ethnic minorities in science education; constraints encountered in attempts to implement pedagogical and curricular innovations; and areas of consensus and debate across scientists and science studies scholars' descriptions of science. From our findings, we provided recommendations for other professional developers working with scientists to promote excellence and equity in undergraduate science education.

The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education

Science.gov (United States)

Jacob, Michelle M.; Sabzalian, Leilani; Jansen, Joana; Tobin, Tary J.; Vincent, Claudia G.; LaChance, Kelly M.

2018-01-01

This article advocates for the necessity of Indigenous Knowledges in furthering Indigenous self-determination in public schools, as well as furthering the broad aims of public education. Drawing attention to past efforts across the United States to transform the public school curriculum and analyzing data from testimonies given at Oregon State…

Leading to Transgress: Critical Considerations for Transforming Leadership Learning.

Science.gov (United States)

Osteen, Laura; Guthrie, Kathy L; Jones, Tamara Bertrand

2016-12-01

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs. © 2016 Wiley Periodicals, Inc., A Wiley Company.

Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice

NARCIS (Netherlands)

Johnson, Mark; Griffiths, Dai; Hanslot, Zubair

2010-01-01

Johnson, M., Griffiths, D., & Hanslot, Z. (2010). Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open

A Constructive Reframing of Student Roles and Systems Learning in Medical Education Using a Communities of Practice Lens.

Science.gov (United States)

Gonzalo, Jed D; Thompson, Britta M; Haidet, Paul; Mann, Karen; Wolpaw, Daniel R

2017-12-01

Health systems are in the midst of a transformation that is being driven by a variety of forces. This has important implications for medical educators because clinical practice environments play a key role in learning and professional development, and evolving health systems are beginning to demand that providers have "systems-ready" knowledge, attitudes, and skills. Such implications provide a clear mandate for medical schools to modify their goals and prepare physicians to practice flexibly within teams and effectively contribute to the improvement of health care delivery. In this context, the concepts of value-added medical education, authentic student roles, and health systems science are emerging as increasingly important. In this Article, the authors use a lens informed by communities of practice theory to explore these three concepts, examining the implications that the communities of practice theory has in the constructive reframing of educational practices-particularly common student roles and experiences-and charting future directions for medical education that better align with the needs of the health care system. The authors apply several key features of the communities of practice theory to current experiential roles for students, then propose a new approach to students' clinical experiences-value-added clinical systems learning roles-that provides students with opportunities to make meaningful contributions to patient care while learning health systems science at the patient and population level. Finally, the authors discuss implications for professional role formation and anticipated challenges to the design and implementation of value-added clinical systems learning roles.

Educational theory and medical education practice: a cautionary note for medical school faculty.

Science.gov (United States)

Colliver, Jerry A

2002-12-01

Educational theory is routinely cited as justification for practice in medical education, even though the justification for the theory itself is unclear. Problem-based learning (PBL), for example, is said to be based on powerful educational principles that should result in strong effects on learning and performance. But research over the past 20 years has produced little convincing evidence for the educational effectiveness of PBL, which naturally raises doubts about the underlying theory. This essay reflects on educational theory, in particular cognitive theory, and concludes that the theory is little more than metaphor, not rigorous, tested, confirmed scientific theory. This metaphor/theory may lead to ideas for basic and applied research, which in turn may facilitate the development of theory. In the meantime, however, the theory cannot be trusted to determine practice in medical education. Despite the intuitive appeal of educational theory, medical educators have a responsibility to set aside their enthusiasm and make it clear to medical school faculty and administrators that educational innovations and practice claims are, at best, founded on conjecture, not on evidence-based science.

The practice of radiology education. Challenges and trends

International Nuclear Information System (INIS)

Van Deven, Teresa; Hibbert, Kathryn M.; Chhem, Rethy K.; Ulm Univ.

2010-01-01

The role of medical imaging is increasingly integral to health care, drug discovery, biology, and other life sciences. The changes that are occurring call for innovation in the training of the medical imaging experts of tomorrow. In their previous book, Radiology Education: The Scholarship of Teaching and Learning (2008), the editors addressed the philosophical and theoretical underpinnings of scholarship in radiology education. Now, in The Practice of Radiology Education: Challenges and Trends, they focus on the application of these concepts within educational programs for radiology residents and fellows. The book has three sections on Curriculum, Programs and Trainees, and Leadership and Resources. Within this framework, each chapter addresses theory and principles, practical issues, and resources and literature relevant to educational practice. The contributors are educators in radiology from around the world, providing a global perspective on the main challenges facing medical imaging education and the potential strategies required to meet these challenges. It is hoped that the book will assist in attaining the ultimate goal of radiology education: to help patients. (orig.)

Child Rearing Practices in Nigeria: Implications for Mental Health ...

African Journals Online (AJOL)

Child Rearing Practices in Nigeria: Implications for Mental Health. ... over time are important, especially as this region is undergoing rapid transformation. ... Through policy and aggressive health education, traditional child rearing practices in ...

Digital Learning in Schools: Conceptualizing the Challenges and Influences on Teacher Practice

Directory of Open Access Journals (Sweden)

Christopher N Blundell

2016-10-01

Full Text Available Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain unrealized. This is commonly attributed to a range of challenges associated with extrinsic and intrinsic influences, which while acknowledged, are not well conceptualized. Using evidence from a case study of teachers working to transform their practice with digital technologies, this paper presents a tri-theory framework that was used to conceptualize these challenges. Activity Theory provided a mechanism for teachers to identify extrinsic influences in activity systems then contextualize and reduce the perceived significance of challenging contradictions. System 1 and System 2 Thinking Theory was used by the teachers to explore the role of routine, attitudes, and beliefs in their practice and con-ceptualize discomfort associated with changes in practice. Transformative Learning Theory is presented as a mechanism to explain the interaction between extrinsic and intrinsic influences during the teachers’ collaborative attempts to consciously transform their practice. As a common language for discourse, the tri-theory framework allowed the teachers to collaboratively contextualize challenges of realizing digital learning.

A Chronic Disease Management Student-Faculty Collaborative Practice: Educating Students on Innovation in Health Care Delivery.

Science.gov (United States)

Remus, Kristin E; Honigberg, Michael; Tummalapalli, Sri Lekha; Cohen, Laura P; Fazio, Sara; Weinstein, Amy R

2016-07-01

In the current transformative health care landscape, it is imperative that clinician educators inspire future clinicians to practice primary care in a dynamic environment. A focus on patient-centered, goal-oriented care for patients with chronic conditions is critical. In 2009, Harvard Medical School founded the Crimson Care Collaborative, a student-faculty collaborative practice (SFCP) network. With the aim of expanding clinical and educational opportunities for medical students and improving patient control of chronic disease (i.e., hypertension, obesity, and diabetes) in an innovative learning environment, in 2012, the authors developed a novel SFCP at their hospital-based academic primary care practice. In this SFCP, students learn to explore patient priorities, provide focused counseling and education, and assist patients with self-management goals during clinical visits. From 2012 to 2014, 250 student volunteers participated in the SFCP as clinicians, innovators, educators, and leaders, with between 80 and 95 medical students engaging each semester. Between January 2012 and March 2014, there were 476 urgent care or chronic disease management visits. Patients with chronic diseases were seen at least twice on average, and by 2014, chronic disease management visits accounted for approximately 74% of visits. Work is under way to create assessment tools to evaluate the practice's educa tional impact and student understanding of the current health care system, develop interdisciplinary care teams, expand efforts in registry management and broaden the patient recruitment scope, further emphasize patient engage ment and retention, and evaluate chronic disease management and patient satisfaction effectiveness.

Transformative Education? A Philosophic-Augustinian Response to the 2010 Albertan Reform Initiatives in "Inspiring Education"

Science.gov (United States)

Steel, Sean

2012-01-01

The Alberta Government's 2010 "Inspiring Education" reform proposals claim to be "transformational" in nature. This paper examines these proposals in light of ancient philosophy and various among the world's wisdom traditions. Drawing particularly on the philosophic reflections of St. Augustine in his "Confessions",…

Educational Leadership ? understanding and developing practice

DEFF Research Database (Denmark)

Hargreaves, Andy; Fink, Dean; Southworth, Geoff

institutions. Different stakeholders bring different interests into policy debate, practice and research on leadership.The articles in this book explore and discuss the theme of 'Educational leadership: Understanding and developing practice' from the following perspectives.- Leadership and change- Leadership...

Using the 4 Pillars Practice Transformation Program to Increase Pneumococcal Immunizations for Older Adults: A Cluster-Randomized Trial.

Science.gov (United States)

Zimmerman, Richard K; Brown, Anthony E; Pavlik, Valory N; Moehling, Krissy K; Raviotta, Jonathan M; Lin, Chyongchiou J; Zhang, Song; Hawk, Mary; Kyle, Shakala; Patel, Suchita; Ahmed, Faruque; Nowalk, Mary Patricia

2017-01-01

To test the effectiveness of a step-by step, evidence-based guide, the 4 Pillars Practice Transformation Program, to increase adult pneumococcal vaccination. Randomized controlled cluster trial (RCCT) in Year 1 (June 1, 2013 to May 31, 2014) and pre-post study in Year 2 (June 1, 2014 to January 31, 2015) with data analyzed in 2016. Baseline year was June 1, 2012, to May 31, 2013. Demographic and vaccination data were derived from deidentified electronic medical record extractions. Primary care practices (n = 25) stratified according to metropolitan area (Houston, Pittsburgh), location (rural, urban, suburban), and type (family medicine, internal medicine), randomized to receive the intervention in Year 1 (n = 13) or Year 2 (n = 12). Individuals aged 65 and older at baseline (N = 18,107; mean age 74.2; 60.7% female, 16.5% non-white, 15.7% Hispanic). The 4 Pillars Program, provider education, and one-on-one coaching of practice-based immunization champions. Outcome measures were 23-valent pneumococcal polysaccharide vaccine (PPSV) and pneumococcal conjugate vaccine (PCV) vaccination rates and percentage point (PP) changes in vaccination rates. In the Year 1 RCCT, PPSV vaccination rates increased significantly in all intervention and control groups, with average increases ranging from 6.5 to 8.7 PP (P < .001). The intervention was not related to greater likelihood of PPSV vaccination. In the Year 2 pre-post study, the likelihood of PPSV and PCV vaccination was significantly higher in the active intervention sites than the maintenance sites in Pittsburgh but not in Houston. In a RCCT, PPSV vaccination rates increased in the intervention and control groups in Year 1. In a pre-post study, private primary care practices actively participating in the 4 Pillars Practice Transformation Program improved PPSV and PCV uptake significantly more than practices that were in the maintenance phase of the study. © 2016, Copyright the Authors Journal compilation © 2016, The American

Integrating postgraduate and undergraduate general practice education: qualitative study.

Science.gov (United States)

O'Regan, Andrew; Culhane, Aidan; Dunne, Colum; Griffin, Michael; McGrath, Deirdre; Meagher, David; O'Dwyer, Pat; Cullen, Walter

2013-05-01

Educational activity in general practice has increased considerably in the past 20 years. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' capacity to fulfil this role. To explore the potential for vertical integration in undergraduate and postgraduate education in general practice, by describing the experience of (and attitudes towards) 'vertical integration in general practice education' among key stakeholder groups. Qualitative study of GPs, practice staff, GPs-in-training and medical students involving focus groups which were thematically analysed. We identified four overarching themes: (1) Important practical features of vertical integration are interaction between learners at different stages, active involvement in clinical teams and interagency collaboration; (2) Vertical integration may benefit GPs/practices, students and patients through improved practice systems, exposure to team-working and multi-morbidity and opportunistic health promotion, respectively; (3) Capacity issues may challenge its implementation; (4) Strategies such as recognising and addressing diverse learner needs and inter-agency collaboration can promote vertical integration. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.

Health Sciences undergraduate education at UCT: a story of transformation.

Science.gov (United States)

Hartman, Nadia; Kathard, Harsha; Perez, Gonda; Reid, Steve; Irlam, James; Gunston, Geney; Janse van Rensburg, Vicki; Burch, Vanessa; Duncan, Madeleine; Hellenberg, Derek; Van Rooyen, Ian; Smouse, Mantoa; Sikakane, Cynthia; Badenhorst, Elmi; Ige, Busayo

2012-03-02

Undergraduate education and training in the Faculty of Health Sciences at the University of Cape Town has become socially responsive. A story of transformation that is consonant with wider societal developments since the 1994 democratic elections, outlining the changes in undergraduate curricula across the faculty, is presented.

Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

Science.gov (United States)

Naidu, Thirusha; Kumagai, Arno K

2016-03-01

The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself.

Transformation of organic N newly added to red soil treated with different cultural practices

Institute of Scientific and Technical Information of China (English)

ZhangQin－Zheng; YeQing－Fu; 等

1998-01-01

By using 15N tracer method,transformation of organic N,which wqas newly added to red soil treated with different cultural practices,was studied under thelaboratory incubation condition.The experimental results showed that the transformation of N from newly added organic matter and soil native pool during incubation was influenced by cultural practice treatment beforeincubation.Fallow was favorable to the mineralization of newly added organic N and soil N compared with the planting wheat treatment.Planting wheat greatly increased the loss of soil N.Application of fertilizers stimulated the mineralization of newly added organic N and application of organic matter reduced the mineralization,but stimulated microbialtransformation of newly adde4d organic N.

Pedagogical Practices in Early Childhood Education and Care in Tanzania: Policy and Practices

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Mligo, Ignasia; Mitchell, Linda; Bell, Beverley

2016-01-01

The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred…

Mathematics Education as a Practice: A Theoretical Position

Science.gov (United States)

Grootenboer, Peter; Edwards-Groves, Christine

2013-01-01

In this paper we will examine mathematics education using practice theory. We outline the theoretical and philosophical ideas that have been developed, and in particular, we discuss the "sayings," "doings," and "relatings" inherent in the teaching and learning practices of mathematics education. This theorising is…

Open Education and Bildung: Ideas, Assumptions, and Their Vigour to Transform Higher Education

Directory of Open Access Journals (Sweden)

Markus Deimann

2014-09-01

Full Text Available We are witnessing tremendous changes and transformations in learning and education due to the advancement of digital technologies. This pertains not only to various forms of e-learning but also to more recent sorts of open online learning environments such as MOOCs or P2P-University. As Bell (2011 has argued, learning theories fall short of explaining change in learning activities as these theories do not consider the complexity of technology, social network, and individual activities. Therefore, this paper revisits the German concept of Bildung (Formation to get a better understanding of the ongoing changes in learning environments, especially in informal Higher Education.

DIGITAL TRANSFORMATION OF UNIVERSITY EDUCATION IN UKRAINE: TRAJECTORIES OF DEVELOPMENT IN THE CONDITIONS OF NEW TECHNOLOGICAL AND ECONOMIC ORDER

OpenAIRE

Oleg Ye. Kaminskyi; Yulia O. Yereshko; Sergii O. Kyrychenko

2018-01-01

The article substantiates the role of the digital transformation of higher education in Ukraine in the era of the fourth industrial revolution. There was proven the need to develop the strategy of the university education digital transformation, as well as the formation of new information and communication competencies. According to the authors, the strategy of digital transformation of the university education system has to include the modernization of corporate IT architecture management, w...

Lessons for Teacher Education from Corporate Practice.

Science.gov (United States)

Houston, W. Robert

1987-01-01

Teacher education suffers from parochialism and is essentially the same today as it was 50 years ago. Corporate education programs are large and well developed, and adoption of their promising ideas could improve teacher education. Eight conclusions about corporate educational practices are presented from a study of corporate training programs…

Inclusive Education in Thailand: Practices and Challenges

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Vorapanya, Sermsap; Dunlap, Diane

2014-01-01

In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of inclusive education. This article provides a historical overview of special education in Thailand and the emergence of inclusive education as it moves from policy to practice. To further identify the challenges faced…

Researching the Practice of Fostering Transformative Learning: Lessons Learned From the Study of Andragogy

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Taylor, Edward W.; Laros, Anna

2014-01-01

This article identifies factors that have contributed to the challenges associated with the practice and research of fostering transformative learning (TL), by drawing on the work by Rachal and others in reviewing the study of andragogy--theory, research, and practice. Implications are also discussed of how scholars of TL can best respond to the…

A Multilevel Approach for Social Transformations and its Implications on Service Design Education

DEFF Research Database (Denmark)

Morelli, Nicola; Götzen, Amalia De

2017-01-01

This paper is looking at two parallel transformations -in the methodological approach to service design and in the way new social initiatives are designing new solutions – to suggest a framework to re-organise service design education. The paradigmatic framework for the service design discipline...... and are framed in production/business models that do not refer to the value-chain model that inspired the industrial paradigm. Both those transformations are challenging the discipline of service design and in particular service design education, because it calls for a perspective shift, from a normative...... is shifting from a methodological approach that qualified services as “what is not a product” to a new approach that moves the control over the value creation process from designers and producers to the interaction among a constellation of stakeholders. Together with this shift, a parallel transformation can...

University teachers' perspectives on the role of the Laplace transform in engineering education

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Holmberg née González Sampayo, Margarita; Bernhard, Jonte

2017-07-01

The Laplace transform is an important tool in many branches of engineering, for example, electric and control engineering, but is also regarded as a difficult topic for students to master. We have interviewed 22 university teachers from five universities in three countries (Mexico, Spain and Sweden) about their views on relationships among mathematics, physics and technology/application aspects in the process of learning the Laplace transform in engineering education. Strikingly, the teachers held a spectrum of qualitatively differing views, ranging from seeing virtually no connection (e.g. some thought the Laplace transform has no relevance in engineering), through to regarding the aspects as intimately, almost inseparably linked. The lack of awareness of the widely differing views among teachers might lead to a lack of constructive alignment among different courses that is detrimental to the quality of engineering education.

Teaching mathematics remotely: changed practices in distance education

Science.gov (United States)

Lowrie, Tom; Jorgensen, Robyn

2012-09-01

This investigation explored the challenges of creating meaningful mathematics practices for a community engaged in Distance Education (DE). Specifically, the study maps the influence of new technologies on the practices of a learning community where mathematics was taught remotely. The theoretical framework of this study utilised Bourdieu's work on practice to consider the changed nature of the field, in this case, remote education provision, over time. By using Bourdieu's notion of field, we are better able to understand the ways in which practices and discourses shape particular ways of working in rural education provision. The results of the study show that Field 1 was innovative and beyond the non-school world, while Field 2 lagged behind the technological resources of the non-school world.

Transformative unlearning: safety, discernment and communities of learning.

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Macdonald, Geraldine

2002-09-01

This paper aims to stimulate awareness about the intellectual and emotional work of 'unlearning' in knowledge workers in the emerging learning age. The importance of providing a safe space for dialogue to promote transformative learning, through building 'communities of learning', is highlighted. Unlearning is conceptualized within a transformative education paradigm, one whose primary orientation is discernment, a personal growth process involving the activities of receptivity, recognition and grieving. The author utilizes the metaphor of an unfolding spiral path to explore her experience of needing to 'unlearn' a trusted nursing practice prior to 'learning' new best caring practices related to infant sleep positions. Macro and micro approaches to facilitating unlearning in organizations, in learners and in nurses are suggested.

Practical implementation, education and interpretation guidelines for continuous glucose monitoring: A French position statement.

Science.gov (United States)

Borot, S; Benhamou, P Y; Atlan, C; Bismuth, E; Bonnemaison, E; Catargi, B; Charpentier, G; Farret, A; Filhol, N; Franc, S; Gouet, D; Guerci, B; Guilhem, I; Guillot, C; Jeandidier, N; Joubert, M; Melki, V; Merlen, E; Penfornis, A; Picard, S; Renard, E; Reznik, Y; Riveline, J P; Rudoni, S; Schaepelynck, P; Sola-Gazagnes, A; Tubiana-Rufi, N; Verier-Mine, O; Hanaire, H

2018-02-01

The use by diabetes patients of real-time continuous interstitial glucose monitoring (CGM) or the FreeStyle Libre ® (FSL) flash glucose monitoring (FGM) system is becoming widespread and has changed diabetic practice. The working group bringing together a number of French experts has proposed the present practical consensus. Training of professionals and patient education are crucial for the success of CGM. Also, institutional recommendations must pay particular attention to the indications for and reimbursement of CGM devices in populations at risk of hypoglycaemia. The rules of good practice for CGM are the precursors of those that need to be enacted, given the oncoming emergence of artificial pancreas devices. It is necessary to have software combining user-friendliness, multiplatform usage and average glucose profile (AGP) presentation, while integrating glucose and insulin data as well as events. Expression of CGM data must strive for standardization that facilitates patient phenotyping and their follow-up, while integrating indicators of variability. The introduction of CGM involves a transformation of treatment support, rendering it longer and more complex as it also includes specific educational and technical dimensions. This complexity must be taken into account in discussions of organization of diabetes care. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Transformative Education through International Service-­Learning: Realising an Ethical Ecology of Learning. Routledge Research in International and Comparative Education

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Bamber, Philip M.

2016-01-01

Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL), a pedagogical approach that blends…

Teachers' knowledge, attitude and practices of inclusive education ...

African Journals Online (AJOL)

This study was conducted to investigate teachers' knowledge, attitude, and practices of inclusive education in Nekemte town and its surrounding government primary schools; and how their knowledge and attitude towards inclusion affect the practice of inclusive education. The participants of the study were primary school ...

Emergent Paradigm: Critical Realism and Transformative Research in Educational Administration

Science.gov (United States)

Egbo, Benedicta

2005-01-01

This paper explores the prospects of using critical realism as a guiding philosophy for critical inquiry in the field of educational administration. A relatively recent philosophy in the social sciences, critical realism offers an alternative framework for researchers engaged in empirical work that is aimed at transforming undesirable social…

Development of a replicable process for translating science into practical health education messages.

Science.gov (United States)

Tyus, Nadra C; Freeman, Randall J; Gibbons, M Christopher

2006-09-01

There has been considerable discussion about translating science into practical messages, especially among urban minority and "hard-to-reach" populations. Unfortunately, many research findings rarely make it back in useful format to the general public. Few innovative techniques have been established that provide researchers with a systematic process for developing health awareness and prevention messages for priority populations. The purpose of this paper is to describe the early development and experience of a unique community-based participatory process used to develop health promotion messages for a predominantly low-income, black and African-American community in Baltimore, MD. Scientific research findings from peer-reviewed literature were identified by academic researchers. Researchers then taught the science to graphic design students and faculty. The graphic design students and faculty then worked with both community residents and researchers to transform this information into evidence-based public health education messages. The final products were culturally and educationally appropriate, health promotion messages reflecting urban imagery that were eagerly desired by the community. This early outcome is in contrast to many previously developed messages and materials created through processes with limited community involvement and by individuals with limited practical knowledge of local community culture or expertise in marketing or mass communication. This process may potentially be utilized as a community-based participatory approach to enhance the translation of scientific research into desirable and appropriate health education messages.

G SUIT FOR EDUCATION AS AN ENVIRONMENT FOR STUDENTS OF EDUCATIONAL PRACTICES

Directory of Open Access Journals (Sweden)

Olena Glazunova

2017-04-01

Full Text Available Materials article analyzes the opportunities and benefits of using cloud services G Suite (Google Apps during the practical training of students. In the course of the study, an e-environment based on G Suit for Education was developed and its use for effective organization of information technology practice training. A model of e-learning environment for organizing group project work in Google Classroom-based training has been built. The design methodology is grounded as one of the most effective for the organization of educational practice in information technologies. The stages of realization of the project task during the educational practice, as well as the tools, the achieved competence, features of the activity of teachers and students at each stage are researched. Examples of tasks, resources and services that were used to achieve project results are given.The implementation of individual project implementation phases in the Google Classroom-based electronic environment has been demonstrated, in particular, project planning, adding new services in the electronic environment, collaborative work with documents, portfolio elements, student reflection. The results of the survey of students on the organization of educational practice using the method of projects and the e-environment based on the use of cloud services G Suite (Google Apps are analyzed.

The construction of educational and educational communities: for an articulated training and educational practice

Directory of Open Access Journals (Sweden)

Pedro Duarte

2016-12-01

Full Text Available This paper aims to reflect on the relationship between higher education institutions (universities and polytechnic institutes and intuitions of non-higher education (primary and secondary schools in the context of initial teacher training. This reflection is implicitly related to the process of supervision in initial formation, and how this contributes to the formation of teachers who reflect on their action, assuming that this practice is sustained in a praxiological knowledge simultaneously individual and collective. Taking into account this reflection, and taking into account the theoretical assumptions explored, it is intended to reflect and indicate possible problems / challenges inherent to the supervision process in the initial teacher training and to the relationship between higher education institutions and educational not higher education institutions. Based on the problems / challenges indicated, it is proposed a system / structure (Educational and Pedagogical Communities of sharing and collaboration between the different organizations that enables an integrated and integral initial teacher training that values the continuum theory and practice.

Microbiology Education in Nursing Practice?

OpenAIRE

Durrant, Robert J.; Doig, Alexa K.; Buxton, Rebecca L.; Fenn, JoAnn P.

2017-01-01

Nurses must have sufficient education and training in microbiology to perform many roles within clinical nursing practice (e.g., administering antibiotics, collecting specimens, preparing specimens for transport and delivery, educating patients and families, communicating results to the healthcare team, and developing care plans based on results of microbiology studies and patient immunological status). It is unclear whether the current microbiology courses required of nursing students in the...

Embodied Experience in Educational Practice and Research

Science.gov (United States)

Bengtsson, Jan

2013-01-01

The intention of this article is to make an educational analysis of Merleau-Ponty's theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching…

Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching

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Josiane Gisela Franken

2014-09-01

Full Text Available This article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985, Silva (2005, and Rengel (2008. On this perspective, changes on dance teaching and learning practical attitudes are considered, resulting from postmodern dance transformations, such as: the reformulation of body concept, the conception of dance as a democratic, collective, and creative process and the progressively narrowed bounds between school artistic approaches and art forms developed outside of the school environment

Transformational Coaching in Education: A Collaborative Look at the Bridges and Barriers to Learning

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Burke, Mary Ann

2013-01-01

The purpose of this qualitative study was to explore possibilities for transformational coaching in education through the collaboration and cooperative argumentation of two researchers, one using appreciative inquiry to look at its transformative potential and the other using critical inquiry to investigate possible hegemonic and non-hegemonic…

The moral aspects of teacher educators' practices

NARCIS (Netherlands)

Willemse, W.; Lunenberg, M.L.; Korthagen, F.

2008-01-01

The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher

Practical Development of Modern Mass Media Education in Poland

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Fedorov, Alexander

2012-01-01

Practical development of modern mass media education in Poland. The paper analyzes the main ways of practical development of modern media education (1992-2012 years) in Poland: basic technologies, main events, etc.

Cross Cultural Comparative Education--Fortifying Preconceptions or Transformation of Knowledge?

Science.gov (United States)

Birkeland, Åsta

2016-01-01

The purpose of this article is to carry out a critical inquiry of comparative education by using an example of a comparative programme within kindergarten teacher education in Norway. The article discusses the inclination, in cross-cultural comparative studies, to emphasise cultural essentialism, to evaluate educational practice from a…

TRANSFORMATION OF CONSUMER PRACTICES: NEW SCRIPTS OF CONSUMER BEHAVIOR AND METHODS FOR ORGANIZING TRADE SPACES

Directory of Open Access Journals (Sweden)

A. V. Markeeva

2017-01-01

Full Text Available T his article deals with transformation of consumer practices, which become (and maybe have already turned into the dominated form of social behavior and cannot be described within the model of purposeful-rational action. Utilizing the analytical distinction between “doing shopping” as routine practice, related to satisfaction of basic needs, and “going shopping” as pleasure and leasuretime social activity, this article demonstrates series of changes, resulting in generation of new consumer culture. These changes are compared with a range of transfigurations of the consumers’ spaces (trade spaces, which are at once places (scenes, where consumer practices deploy, and the structural condition of their possibility. According to the logic of the modern man, his focus on fast and diverse consumption and his desire of consuming everything in one place, “in one bottle” on the run, the shopping spaces are becoming the center of new industries-cultural, educational, recreational. The modern retail spaces become not only a place of shopping, but also closely incorporate into the social life of the community and turn into the centers of social life. Effectively combining and managing the various scenarios of consumption, the modern retail helps to feel and join the happiness of live communication in the overbounded with the online social contacts, but atomized world, to get rid of the feeling of emotional emptiness. Special design of retail space and the integration of various social technologies, which are created for manipulating the emotional sphere of the customers (non-standard architectural solutions, catchy window dressing, interior design, background music, aromamarketing, psychologically adjusted range of color, taste and tactile solutions create a special entertainment and attraction of space, control the consumer and are ready not only to stimulate the purchase, but to form an unforgettable impressions. P roducers and retailers

Implementation of integrated services networks in Quebec and nursing practice transformation: convergence or divergence?

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Longpré, Caroline; Dubois, Carl-Ardy

2015-03-03

Even though nurses are expected to play a key role in implementing integrated services networks, up to now their practice in this regard has received very little research attention. The aim of this study is to describe the extent to which the evolution of nursing practice in Quebec in recent years has converged with the requirements and efforts involved in services integration. This descriptive study was carried out with 107 nurses working an integrated network of healthcare services in Quebec in four different care pathways: chronic obstructive pulmonary disease, autonomy support for the elderly, palliative oncology care, and mental health. Development model for integrated care (DMIC) was used, first, to examine the prevalence in each pathway of integrative activities, grouped into nine practice dimensions, and then to position each pathway in relation to the four phases of development for any integration process, as defined by the DMIC. Only one pathway had reached Phase 3, which involves expansion and monitoring of integration, whereas the others were still in the preliminary Phases 1 and 2 characterized by initiative and experimentation. Only two dimensions out of nine ('quality of care' and 'interprofessional teamwork') were prevalent in all the pathways; two others ('transparent entrepreneurship' and 'performance management') were in none of the pathways, and the remaining five ('patient-family centered care', 'result-focused learning', 'delivery system', 'commitment', 'roles and tasks') were present to varying degrees. These results suggest that particular efforts should be made to bridge the significant gap between the pace of nursing practice transformation and the objectives of service integration. These efforts should focus, among other things, on the deployment of organizational, clinical, human, and material resources to support practice renewal and continuing education for nurses to prepare them for the requirements of integration.

Implementing inclusive educational practices through partnerships ...

African Journals Online (AJOL)

This study reports on work in progress of a partnership between the University of Stellenbosch and three rural schools in a disadvantaged community, focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs of the ...

Deconstructing dementia and delirium hospital practice: using cultural historical activity theory to inform education approaches.

Science.gov (United States)

Teodorczuk, Andrew; Mukaetova-Ladinska, Elizabeta; Corbett, Sally; Welfare, Mark

2015-08-01

identified. Cultural historical activity theory can be used to advance understanding of practice gaps in order to develop a broader transformative approach to dementia and delirium practice and education. Structural changes at an individual, team and systems level resulting from this novel understanding of practice complexity are proposed. Contradictions can be used as foci for expansive learning. Lastly, interprofessional education (formal and informal) is advocated to further knotwork and improve the care of the older confused patient.

The organizational transformative power of nurse residency programs.

Science.gov (United States)

Kramer, Marlene; Maguire, Pat; Halfer, Diana; Budin, Wendy C; Hall, Debra S; Goodloe, Lauren; Klaristenfeld, Jessica; Teasley, Susan; Forsey, Lynn; Lemke, Johanna

2012-01-01

Residency programs for newly licensed registered nurses (NLRNs) have been strongly advocated by the Institute of Medicine, American Organization of Nurse Executives, and other professional organizations. Their cost-effectiveness as well as their impact on NLRN retention, job and practice satisfaction, improved performance, and reduction in environmental reality shock has been demonstrated. This qualitative study sought answers to the question: what people, components, processes and activities of Nurse Residency Programs (NRPs), and the work environment are instrumental in the transition and integration of NLRNs into the professional practice role and into professional communities? In the course of interviewing 907 nurses-NLRNs, experienced nurses, managers, and educators-practicing on clinical units with confirmed "very healthy work environments" in 20 Magnet hospitals, it became evident that not only did NRPs positively impact the professional socialization of NLRNs, they led to transformative changes in the organization and in the practice of other health care professionals. The organizational transformative changes described by the interviewees are presented for each of the 7 major challenges identified by NLRNs-delegation, prioritization, managing patient care delivery, autonomous decision-making, collaboration with other disciplines, constructive conflict resolution, and utilizing feedback to restore self-confidence. If it can be demonstrated that these transformative changes stimulated by NRPs also lead to improved patient outcomes, NRPs may be the most significant organization transformation instituted by nurse leaders in recent years.

Transformative Peace Education with Teachers: Lessons from "Juegos De Paz" in Rural Colombia

Science.gov (United States)

Diazgranados, Silvia; Noonan, James; Brion-Meisels, Steven; Saldarriaga, Lina; Daza, Berta C.; Chávez, Minerva; Antonellis, Irene

2014-01-01

Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of "Juegos de Paz," an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors…

From theory to practice: integrating instructional technology into veterinary medical education.

Science.gov (United States)

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

Transforming Medical Education is the Key to Meeting North Carolina's Physician Workforce Needs.

Science.gov (United States)

Cunningham, Paul R G; Baxley, Elizabeth G; Garrison, Herbert G

2016-01-01

To meet the needs of the population of North Carolina, an epic transformation is under way in health care. This transformation requires that we find new ways to educate and train physicians and other health care professionals. In this commentary, we propose that the success of the Brody School of Medicine in preparing a primary care physician workforce can serve as a model for meeting the state's future physician workforce needs. Other considerations include increasing graduate medical education positions through state funding and providing incentives for medical students who stay in North Carolina. ©2016 by the North Carolina Institute of Medicine and The Duke Endowment. All rights reserved.

The 2017 Diabetes Educator and the Diabetes Self-Management Education National Practice Survey.

Science.gov (United States)

Rinker, Joanne; Dickinson, Jane K; Litchman, Michelle L; Williams, Ann S; Kolb, Leslie E; Cox, Carla; Lipman, Ruth D

2018-06-01

Purpose The American Association of Diabetes Educators conducts the National Practice Survey (NPS) biennially to document current practice in diabetes education in the United States. The purpose of the study is to obtain insight about factors influencing the work of the diabetes educator. Method The 2017 NPS was comprised of 100 questions covering diabetes educator demographics, profile populations of people with diabetes, practice information, program accreditation, program curriculum, staffing, education delivery methods, data collection, and reporting. The basic survey consisted of 22 questions using branch logic, from which respondents were then directed to questions tailored to their particular practice setting, enabling them to answer only a relevant subset of the remaining questions. The web-based survey was sent to approximately 32 000 individuals who were either members of the American Association of Diabetes Educators (AADE) or Certified Diabetes Educators (CDE) with the National Certification Board for Diabetes Educators (NCBDE) but not AADE members. Weekly reminder e-mails were sent to recipients who had not yet responded. The outreach efforts resulted in the survey being completed by 4696 individuals, a 17% response rate yielding 95% confidence that these responses are within ±5% accuracy. Results Diabetes Self-Management Education and Support (DSMES) continues to be a field dominated by women (95%). Diabetes educators represent a diverse health care profession, with educators indicating most commonly that their primary discipline is nursing (48%), nutrition (38%), and pharmacy (7%). When asked about credentials, 82.6% indicated that they held a CDE, 3.8% held the Board Certified-Advanced Diabetes Management (BC-ADM) credential, and 16.5% held neither the CDE nor the BC-ADM. Nearly 75% characterized their role as a diabetes educator as providing direct patient care. DSMES continued to be provided in a varied array of settings to educationally

Medicine as a Community of Practice: Implications for Medical Education.

Science.gov (United States)

Cruess, Richard L; Cruess, Sylvia R; Steinert, Yvonne

2018-02-01

The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

Transforming impostors into heroes. Metaphors for innovative nursing education.

Science.gov (United States)

Heinrich, K T

1997-01-01

Nurses negotiating professional transitions, whether they are entering an academic program or assuming a new role in the workplace, often feel like impostors. The metaphor of the hero can serve as an "antidote" to the impostor syndrome. The author describes an educational experience shaped around the impostor and hero metaphors that integrates feminist process with expressive methods to transform nurses' perceptions of themselves from impostors into heroes.

Transformational leadership as a framework for nurse education about hypertension in Uganda.

Science.gov (United States)

Spies, Lori A; Gray, Jennifer; Opollo, Jakki G; Mbalinda, Scovia; Nabirye, Rose; Asher, Cliff Aliga

2018-05-01

The aim of the study was to describe nurses' knowledge, skills, and confidence related to hypertension and to assess the impact of a hypertension education initiative based in transformational leadership. The exploratory study was conducted using a pre and posttest model of 18 Ugandan nurses during June of 2016 to assess knowledge and attitude about hypertension. Biometric screening of study participants was completed. Follow up information was collected from participants via email. Paired sample t-test revealed the nurses had increased knowledge after completion of workshop. Follow up e-mail query revealed the participants had acted on content of workshop and implemented programs in their communities to screen for and provide education related to hypertension. Biometric screening of participants found significant risk factors for hypertension but less than expected prevalence of hypertension. Despite having more formal education related to hypertension and healthy behaviors, nurses are at risk for obesity and hypertension. Their knowledge and commitment can be improved by an educational workshop. Linking educational workshops to a transformational leadership model that incorporates leadership of self, others, and systems has the potential to enhance nurses' health and leadership skills and to encourage dissemination of critical information. Copyright © 2018 Elsevier Ltd. All rights reserved.

Action Research as a Space for Transforming Learning Cultures

Directory of Open Access Journals (Sweden)

Elżbieta Wołodźko

2015-12-01

Full Text Available The article presents a three-year educational action research project on autonomous and reflective learning. Students and teachers, being actively engaged in many learning practices, were both participating in process(es of developing educational and research community. These interrelated processes framed a dynamic space for constructing and reconstructing the participants’ learning cultures. Thanks to linking educational and research aspects of students’ activity and to interpenetration of practice and reflection, action research generates particular conditions for learning cultures’ transformation, from “traditional” toward “new” ones, based on reflectivity, authenticity and empowerment. The dynamism of learning cultures was connected to various and conscious and reflective types of educational participation, which affected autonomy of studying (in its numerous dimensions and types, being in turn a constitutive element of participants’ learning cultures.

The transformation of continuing medical education (CME in the United States

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Balmer JT

2013-09-01

Full Text Available Jann Torrance Balmer Continuing Medical Education, University of Virginia School of Medicine, Charlottesville, VA, USA Abstract: This article describes five major themes that inform and highlight the transformation of continuing medical education in the USA. Over the past decade, the Institute of Medicine (IOM and other national entities have voiced concern over the cost of health care, prevalence of medical errors, fragmentation of care, commercial influence, and competence of health professionals. The recommendations from these entities, as well as the work of other regulatory, professional, academic, and government organizations, have fostered discussion and development of strategies to address these challenges. The five themes in this paper reflect the changing expectations of multiple stakeholders engaged in health care. Each theme is grounded in educational, politico-economic priorities for health care in the USA. The themes include (1 a shift in expectation from simple attendance or a time-based metric (credit to a measurement that infers competence in performance for successful continuing professional development (CPD; (2 an increased focus on interprofessional education to augment profession-specific continuing education; (3 the integration of CPD with quality improvement; (4 the expansion of CPD to address population and public health issues; and (5 identification and standardization of continuing education (CE professional competencies. The CE profession plays an essential role in the transformation of the US CPD system for health professionals. Coordination of the five themes described in this paper will foster an improved, effective, and efficient health system that truly meets the needs of patients. Keywords: continuing medical education, continued professional development, independence, competencies, CE professional

Retention practices in education human resources management ...

African Journals Online (AJOL)

Retention practices in education human resources management. ... education system in South Africa, particularly in public schools, faces serious problems. ... of quality management which aim at continual increase of the accountability in ...

Research Schools: Grounding Research in Educational Practice

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Hinton, Christina; Fischer, Kurt W.

2008-01-01

Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an…

Best Practices of Online Education: A Guide for Christian Higher Education

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Maddix, Mark A., Ed.; Estep, James R., Ed.; Lowe, Mary E., Ed.

2012-01-01

The book provides best practices from online educators who are engaged in online teaching and program development in Christian higher education. It also explores the distinct aspects of teaching and developing online courses and programs from a Christian perspective and within Christian higher education institutions. As such it is can serve as a…

From "Crisis" to "Transformation"? Shifting Orthodoxies of African Higher Education Policy and Research

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Lebeau, Yann; Mills, David

2008-01-01

After years of neglect, there is renewed international interest in higher education in sub-Saharan Africa. Comparative projects have been launched on a continental scale, looking at the socio-economic relevance of higher education, often with the aim of reviving failing institutions. A new "transformation" policy paradigm has replaced a…

A Triangular Approach to Integrate Research, Education and Practice in Higher Engineering Education

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Heikkinen, Eetu-Pekka; Jaako, Juha; Hiltunen, Jukka

2017-01-01

Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is…

The transformation of continuing medical education (CME) in the United States.

Science.gov (United States)

Balmer, Jann Torrance

2013-01-01

This article describes five major themes that inform and highlight the transformation of continuing medical education in the USA. Over the past decade, the Institute of Medicine (IOM) and other national entities have voiced concern over the cost of health care, prevalence of medical errors, fragmentation of care, commercial influence, and competence of health professionals. The recommendations from these entities, as well as the work of other regulatory, professional, academic, and government organizations, have fostered discussion and development of strategies to address these challenges. The five themes in this paper reflect the changing expectations of multiple stakeholders engaged in health care. Each theme is grounded in educational, politico-economic priorities for health care in the USA. The themes include (1) a shift in expectation from simple attendance or a time-based metric (credit) to a measurement that infers competence in performance for successful continuing professional development (CPD); (2) an increased focus on interprofessional education to augment profession-specific continuing education; (3) the integration of CPD with quality improvement; (4) the expansion of CPD to address population and public health issues; and (5) identification and standardization of continuing education (CE) professional competencies. The CE profession plays an essential role in the transformation of the US CPD system for health professionals. Coordination of the five themes described in this paper will foster an improved, effective, and efficient health system that truly meets the needs of patients.

Transformational leadership in nursing practice

OpenAIRE

Doody, Owen; Doody, Catriona M.

2012-01-01

peer-reviewed Traditionally, nurses have been over-managed and led inadequately, yet today they face unprecedented challenges and opportunities. Organisations constantly face changes that require an increasingly adaptive and flexible leadership. This type of adaptive leadership is referred to as ???transformational???; under it, environments of shared responsibilities that influence new ways of knowing are created. Transformational leadership motivates followers by appealing to higher i...

The J and P transformer book a practical technology of the power transformer

CERN Document Server

Franklin, Arthur Charles

1983-01-01

The J&P Transformer Book, 11th Edition deals with the design, installation, and maintenance of transformers. The book contains technical information, tables, calculations, diagrams, and illustrations based on information supplied by transformer manufacturers and related industries. It reviews fundamental transformer principles, the magnetic circuit, the characteristics of, and general types of transformers. The text contains tables showing the information that should be given to the transformer manufacturer to be used as a basis in preparing quotations. Transformer designs include three import

[New possibilities in practical education of surgery].

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Kormos, Katalin; Sándor, József; Haidegger, Tamás; Ferencz, Andrea; Csukás, Domokos; Bráth, Endre; Szabó, Györgyi; Wéber, György

2013-10-01

The fast spread of laparoscopic surgery in the surgical community also required introduction of new methods of surgical education of these techniques. Training boxes applied for this reason meant a considerable help. The technique of the virtual reality introduced simulation, which is a new possibility in education. For the first time in the history of surgery we can measure medical students' or residents' dexterity and one can get acquainted with a surgical procedure in the form of "serious games". By application of the up-to-date imaging methods we can plan the movements of the surgeon's hand even before the planned operation, practice and repeating can contribute to the safety of the real procedure. Open surgical procedures can be practiced on plastic phantoms mimicking human anatomy and the use of interactive touch devices and e-learning can also contribute to practical education of surgery.

The African Renaissance and the Transformation of the Higher Education Curriculum in South Africa

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Higgs, Philip

2016-01-01

The curriculum is a critical element in the transformation of higher education, and as a result, I argue for the inclusion of what I refer to as an African epistemic in higher education curricula in South Africa. In so doing, attention is directed at the decolonisation of the curriculum in higher education in South Africa, which aims to give…

Sociocultural Transformation & Development. Good Practices or Successful Actions

Directory of Open Access Journals (Sweden)

Oriol Ríos

2013-10-01

Full Text Available The most disadvantadged neighborhoods in Europe have received funds from State Administration to eradicate social exclusion and overcome processes of urban ghettoization. These processes are being implemented in several social areas such as housing, employment, and education. Actions, defined as "good practices", are usually valued by the quantity and type and not by the quality and final outcomes they achieve. For example, when they improve the living conditions of the populations in these areas. The INCLUD-ED project shows positive results by replacing these "good practices" by "successful actions". They are grounded on scientific evidence in order to respond to the aims set by the neighbours of these disadvantaged neighborhoods.

Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses.

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Moore, Lora

2017-10-01

Implementation of evidence-based practice (EBP) at the bedside has been difficult to achieve. Significant gaps between current research and actual practice have been identified and must be addressed in effort to increase utilization of EBP. The purpose of this study was to evaluate the efficacy of an online EBP educational intervention and to examine the relationship between educational preparation and years of nursing experience on nurses' practice, attitudes, and knowledge and skills of EBP. An experimental pretest-posttest design study with three randomized groups utilizing the EBPQ instrument was conducted. No significant differences were noted in EBPQ subscale scores of practice, attitude, or knowledge and skills from pre- to posttest. In addition, no statistical difference in EBPQ subscale scores regarding educational preparation or years of experience were noted. While nurses report positive attitudes toward EBP, their perceptions of practice and knowledge and skills score much lower. Educational interventions are needed for practicing nurses to overcome this knowledge deficit to successfully implement EBP. However, the use of online, independent, computer-based learning modules, while cost-efficient and offer several benefits when educating nurses, may not necessarily be the most effective method for teaching EBP knowledge and skills to practicing nurses. © 2017 Sigma Theta Tau International.

Patient safety in practical nurses' education: A cross-sectional survey of newly registered practical nurses in Canada.

Science.gov (United States)

VanDenKerkhof, Elizabeth; Sears, Nancy; Edge, Dana S; Tregunno, Deborah; Ginsburg, Liane

2017-04-01

Practical nurses have experienced an increasing scope of practice, including an expectation to care for complex patients and function on interdisciplinary teams. Little is known about the degree to which patient safety principles are addressed in practical nursing education. To examine self-reported patient safety competencies of practical nurses. A cross-sectional online survey (July 2014) and face-to-face interviews (June 2015). Ontario, Canada. Survey participants were practical nurses newly registered with the College of Nurses of Ontario between January 2012 and December 2013. Interview participants were faculty and students in a practical nursing program in Ontario. Survey respondents completed the Health Professional Education in Patient Safety Survey online. Self-reported competencies in various patient safety domains were compared between classroom and clinical settings. Faculty members were interviewed about educational preparation of practical nurses and students were interviewed to provide insight into interpretation of survey questions. The survey response rate was 28.4% (n=1104/3883). Mean domain scores indicated a high level of confidence in patient safety competence (Nurses of Ontario >2years and in those who obtained their education outside of Canada. Faculty believed their approach to teaching and learning instilled a deep understanding of the limits to practical nurse autonomous practice. Practical nurses were confident in what they learned about patient safety in their educational programs. The high degree of patient safety competence may be a true reflection of practical nurses understanding of, and comfort with, the limits of their knowledge and, ultimately, the limits of their individual autonomous practice. Further exploration as to whether the questionnaire requires additional modification for use with practical nurse populations is warranted. However, this study provides the first examination of practical nurses' perspectives and

Transforming an educational virtual reality simulation into a work of fine art.

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Panaiotis; Addison, Laura; Vergara, Víctor M; Hakamata, Takeshi; Alverson, Dale C; Saiki, Stanley M; Caudell, Thomas Preston

2008-01-01

This paper outlines user interface and interaction issues, technical considerations, and problems encountered in transforming an educational VR simulation of a reified kidney nephron into an interactive artwork appropriate for a fine arts museum.

Reflective practice and its implications for pharmacy education.

Science.gov (United States)

Tsingos, Cherie; Bosnic-Anticevich, Sinthia; Smith, Lorraine

2014-02-12

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.(1-2) Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

Early Childhood Education: History, Theory, and Practice

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Morgan, Harry

2006-01-01

In this book, the author covers the history, theory, and practices that influence early childhood education along with an emphasis on infant and toddler care and education. He also presents a comparison of the conflict between education planners who support early childhood studies and state school systems whose cost-saving measures are dismantling…

Heat pipes and solid sorption transformations fundamentals and practical applications

CERN Document Server

Vasiliev, LL

2013-01-01

Developing clean energy and utilizing waste energy has become increasingly vital. Research targeting the advancement of thermally powered adsorption cooling technologies has progressed in the past few decades, and the awareness of fuel cells and thermally activated (heat pipe heat exchangers) adsorption systems using natural refrigerants and/or alternatives to hydrofluorocarbon-based refrigerants is becoming ever more important. Heat Pipes and Solid Sorption Transformations: Fundamentals and Practical Applications concentrates on state-of-the-art adsorption research and technologies for releva

Transformational leadership model for nursing education leaders in nursing education institutions / Sipho Wellington Mkhize

OpenAIRE

Mkhize, Sipho Wellington

2009-01-01

The nursing education leader provides visionary leadership to his/her organisation, as well as to the profession of nursing, and must have t he authority and resources necessary to ensure nursing education and training standards are met. This link between professional practice and operational activity of the organisation leads to greater involvement in decision making and fosters collaboration within nursing education and training and interdisciplinary teams. A collabora...

Reflections on evaluative practice in higher education: an experience collaborative

Directory of Open Access Journals (Sweden)

Suênya Marley Mourão Batista

2016-12-01

Full Text Available This article aims to reflect on the evaluation practice of higher education teachers generated from research conducted as part of a private higher education institution. The objective of this study is to characterize the assessment practices of teachers who work in higher education and collaborate in order to facilitate the expansion of dynamic assessment practices were used as theoretical and methodological support the studies of Vygotsky (2007, Liberali (2008, Ibiapina (2007, 2008, Meier (2007, Campione (2002 and Hoffmann (2011. Field research was conducted in a qualitative approach to collaborative type with 3 (three in higher education using the reflective interview as data collection tool to promote critical thinking about assessment practices to develop. The results showed the prevalence of use of traditional assessment practices by teachers and the possibility of performing dynamic assessment practices from the understanding of these nurtured by the research and training process.

Practical Child Safety Education in England: A National Survey of the Child Safety Education Coalition

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Mulvaney, Caroline A.; Watson, Michael C.; Walsh, Patrick

2013-01-01

Objective: To examine the provision of practical safety education by Child Safety Education Coalition (CSEC) organizations in England. Design: A postal survey. Setting: Providers of child practical safety education who were also part of CSEC. Methods: In February 2010 all CSEC organizations were sent a self-completion postal questionnaire which…

Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

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MWANGI, SAMUEL M.; YAMASHITA, TAKASHI; EWEN, HEIDI H.; MANNING, LYDIA K.; KUNKEL, SUZANNE R.

2013-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education. PMID:22490075

Globalization of gerontology education: current practices and perceptions for graduate gerontology education in the United States.

Science.gov (United States)

Mwangi, Samuel M; Yamashita, Takashi; Ewen, Heidi H; Manning, Lydia K; Kunkel, Suzanne R

2012-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.

Management by Objectives (MBO) Imperatives for Transforming Higher Education for a Globalised World

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Ofojebe, Wenceslaus N.; Olibie, Eyiuche Ifeoma

2014-01-01

This study was conducted to determine the extent to which the stipulations and visions of Management by Objectives (MBO) would be integrated in higher education institutions in South Eastern Nigeria to enhance higher education transformation in a globalised world. Four research questions and a null hypothesis guided the study. A sample of 510…

Understanding How Participation in Education Changes Mothers' Parenting Practices

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Harding, Jessica F.; Morris, Pamela A.

2015-01-01

This research explores whether low-income mothers' participation in education influences a constellation of different parenting practices that are related to young children's academic outcomes. Importantly, understanding whether maternal participation in education influences mothers' parenting practices can illuminate a pathway by which increases…

Working the Boundaries between Education and Work: Transformations of the German Educational System Reconsidered

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Niemeyer, Beatrix

2014-01-01

The Lisbon commitment for a European knowledge society together with the subsequently implemented policy of lifelong learning and social inclusion has significantly affected the German educational system and its teaching practices. This article examines the impact of these policy reforms on educational work in Germany through an analysis of the…

Patient stoma care: educational theory in practice.

Science.gov (United States)

Williams, Jenny

Patients undergoing stoma formation encounter many challenges including psychosocial issues, relationship concerns and fear of leakage. Leakage, inappropriate product usage and poor patient adaptation post stoma formation has cost implications for the NHS. Developing good, practical stoma care skills has been identified as improving patient outcomes, promoting the provision of quality care and improving efficiency within the NHS. However, a thorough literature search indicated that there is little research available on patient stoma care education. This is considered surprising by Metcalf (1999), O'Connor (2005) and the author of this article. This article considers and adapts generic educational theory to make it pertinent to patient stoma care education in order to bridge the gap between theory and practice.

Changing Medical School IT to Support Medical Education Transformation.

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Spickard, Anderson; Ahmed, Toufeeq; Lomis, Kimberly; Johnson, Kevin; Miller, Bonnie

2016-01-01

Many medical schools are modifying curricula to reflect the rapidly evolving health care environment, but schools struggle to provide the educational informatics technology (IT) support to make the necessary changes. Often a medical school's IT support for the education mission derives from isolated work units employing separate technologies that are not interoperable. We launched a redesigned, tightly integrated, and novel IT infrastructure to support a completely revamped curriculum at the Vanderbilt School of Medicine. This system uses coordinated and interoperable technologies to support new instructional methods, capture students' effort, and manage feedback, allowing the monitoring of students' progress toward specific competency goals across settings and programs. The new undergraduate medical education program at Vanderbilt, entitled Curriculum 2.0, is a competency-based curriculum in which the ultimate goal is medical student advancement based on performance outcomes and personal goals rather than a time-based sequence of courses. IT support was essential in the creation of Curriculum 2.0. In addition to typical learning and curriculum management functions, IT was needed to capture data in the learning workflow for analysis, as well as for informing individual and programmatic success. We aligned people, processes, and technology to provide the IT infrastructure for the organizational transformation. Educational IT personnel were successfully realigned to create the new IT system. The IT infrastructure enabled monitoring of student performance within each competency domain across settings and time via personal student electronic portfolios. Students use aggregated performance data, derived in real time from the portfolio, for mentor-guided performance assessment, and for creation of individual learning goals and plans. Poorly performing students were identified earlier through online communication systems that alert the appropriate instructor or coach of

The challenge of establishing a professional practice within practical education

DEFF Research Database (Denmark)

Højbjerg, Karin

2015-01-01

Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicin...... of nursing from clinical teaching. Organisational imperatives strongly disrupt the pedagogical agenda. When clinical teachers struggle to demarcate jurisdictions, their professional identities are at risk of being blurred and becoming unclear.......Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing...

Transforming nursing education: a review of stressors and strategies that support students' professional socialization

Directory of Open Access Journals (Sweden)

Del Prato D

2011-05-01

Full Text Available Darlene Del Prato1, Esther Bankert2, Patricia Grust1, Joanne Joseph31Department of Nursing and Health Professions; 2Provost; 3Department of Psychology, State University of New York, Institute of Technology, Utica, NY, USAAbstract: Nurse educators are facing the challenge of creating new ways of teaching and facilitating enhanced learning experiences in clinical practice environments that are inherently complex, highly demanding, and unpredictable. The literature consistently reports the negative effects of excess stress and unsupportive relationships on wellbeing, self-efficacy, self-esteem, learning, persistence, and success. However, understanding contributing factors of stress, such as the student's experiences of uncaring and oppressive interactions, is clearly not adequate. The transformation of nursing education requires a paradigm shift that embraces collegiality, collaboration, caring, and competence for students and the faculty. This paper reviews the literature on stress and its effects on nursing students. Grounded in theory related to stress and human caring, this paper focuses on the clinical environment and faculty-student relationships as major sources of students' stress and offers strategies for mitigating stress while fostering learning and professional socialization of future nurses.Keywords: stress, faculty-student relationships, stress management, caring learning environment, incivility

Intersectionality as a Framework for Transformative Research in Special Education

Science.gov (United States)

García, Shernaz B.; Ortiz, Alba A.

2013-01-01

Multicultural and bilingual special education scholars have long advocated that research and practice situate (dis)ability in its social, cultural, racial/ethnic, linguistic, historical, legal, and political contexts. Still, the special education literature reflects more restricted conceptualizations of culture, language, and diversity than…

Practices, Virtue Ethics, and Music Education

Science.gov (United States)

Bowman, Wayne

2012-01-01

Music education is generally equated with the act of teaching music. In "The Good Life of Teaching: An Ethics of Professional Practice," the remarkable book that orients the essays in this issue of "Action, Criticism, and Theory for Music Education," Chris Higgins argues, among other things, that the view of teaching as a helping profession--one…

Physical Education and Health: Global Perspectives and Best Practice

Science.gov (United States)

Chin, Ming-Kai, Ed.; Edginton, Christopher R.

2014-01-01

"Physical Education and Health: Global Perspectives and Best Practice" draws together global scholars, researchers, and practitioners to provide a review and analysis of new directions in physical education and health worldwide. The book provides descriptive information from 40 countries regarding contemporary practices, models, and…

The National Educational Technology Plan Doesn't Live up to Its Call for Revolutionary Transformation

Science.gov (United States)

Rose, Raymond M.

2011-01-01

The National Educational Technology Plan (NETP) calls for the revolutionary transformation of the American educational system. The plan correctly points to the decisions of the late 1800s that still direct educational policy today, and correctly calls the school change efforts evolutionary tinkering. The author, a pioneer in online education…

Towards vertical integration in general practice education: literature review and discussion paper.

Science.gov (United States)

O'Regan, A; Culhane, A; Dunne, C; Griffin, M; Meagher, D; McGrath, D; O'Dwyer, P; Cullen, W

2013-09-01

Medical education policy in Ireland has enabled an increase in undergraduate and postgraduate education activity in general practice. Internationally, 'vertical integration in general practice education' is suggested as a key strategy to support the implementation of this policy development. To review the emerging literature on vertical integration in GP education, specifically to define the concept of 'vertical integration' with regard to education in general practice and to describe its benefits and challenges. We searched 'Pubmed', 'Academic Search Complete', 'Google', and 'MEDLINE' databases using multiple terms related to 'vertical integration' and 'general practice education' for relevant articles published since 2001. Discussion papers, reports, policy documents and position statements were identified from reference lists and retrieved through internet searches. The key components of 'vertical integration' in GP education include continuous educational pathway, all stages in GP education, supporting the continuing educational/professional development needs of learners at each stage and effective curriculum planning and delivery. Many benefits (for GPs, learners and the community) and many challenges (for GPs/practices, learners and GPs in training) have been described. Characteristics of successful implementation include role sharing and collaborative organisational structures. Recent developments in medical education in Ireland, such as the increase in medical school clinical placements in general practice and postgraduate GP training and the introduction of new competence assurance requirements offer an important opportunity to further inform how vertical integration can support increased educational activity in general practice. Describing this model, recognising its benefits and challenges and supporting its implementation in practice are priorities for medical education in Ireland.

Transformation Education: A Vehicle for Structuring Group Care Organizations to Increase Service Quality and Effectiveness

Science.gov (United States)

Ross, Andrew L.

2007-01-01

Transformation Education, an organizational philosophy and operating system, is designed to increase service quality and effectiveness of group care through aligning its organizational structure with its purpose. This alignment is achieved through creating a culture designed to dispense transformation rather than treatment. The author presents how…

Literacy teacher education principles and effective practices

CERN Document Server

Litt, Deborah G; Place, Nancy A

2014-01-01

Few resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Suppleme

Transforming Leaders into Stewards of Teaching Excellence: Building and Sustaining an Academic Culture through Leadership Immersion

Science.gov (United States)

Phillips, Candice; Bassell, Kellie; Fillmore, Laura; Stephenson, Winsome

2018-01-01

Nursing must transform education and practice to meet the changing healthcare environment; yet, steps to desired change remain unknown. Academic leaders are well-positioned to initiate change and transform the academic landscape. However, many advance to leadership positions with minimal orientation to the role. Moreover, leaders in academic…

Pediatricians’ knowledge, attitudes, and practice patterns regarding special education and Individualized Education Programs

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Shah, Reshma P.; Kunnavakkam, Rangesh; Msall, Michael E.

2013-01-01

Objective The medical community has called upon pediatricians to be knowledgeable about an Individualized Education Program (IEP). We sought to: (1) Evaluate pediatricians’ knowledge and attitudes regarding special education (2) Examine the relationship between perceived responsibilities and practice patterns and (3) Identify barriers that impact pediatricians’ ability to provide comprehensive care to children with educational difficulties. Methods Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. Results The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents felt pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% felt they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far less conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician’s responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were amongst the most significant barriers impacting a pediatrician’s ability to provide care to children with educational difficulties. Conclusion In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates there are gaps in pediatricians’ knowledge and practice patterns regarding special education that must be addressed. PMID:23707687

Pediatricians' knowledge, attitudes, and practice patterns regarding special education and individualized education programs.

Science.gov (United States)

Shah, Reshma P; Kunnavakkam, Rangesh; Msall, Michael E

2013-01-01

The medical community has called upon pediatricians to be knowledgeable about an individualized education program (IEP). We sought to: 1) evaluate pediatricians' knowledge and attitudes regarding special education; 2) examine the relationship between perceived responsibilities and practice patterns; and 3) identify barriers that impact pediatricians' ability to provide comprehensive care to children with educational difficulties. Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents thought pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% thought they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far fewer conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician's responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were among the most significant barriers affecting a pediatrician's ability to provide care to children with educational difficulties. In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates that there are gaps in pediatricians' knowledge and practice patterns regarding special education that must be addressed. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Traditional transformations and transmedial affirmations: Blurring the boundaries of Sherlockian fan practices

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Ashley D. Polasek

2017-03-01

Full Text Available The modes of discourse employed by fans of Sherlock Holmes represent both affirmational and transformational impulses. As the fan community has grown and diversified, tensions have arisen between Sherlockians who prefer to utilize traditional frameworks dating back to the early practices of the Baker Street Irregulars in the 1930s and '40s and those who operate primarily in virtual spaces and utilize 21st-century digital platforms as frameworks for their discourse. Because the demographics of affirmational fans tend to align with those of fans preferring traditional frameworks, and conversely, the demographics of transformational fans tend to align with those of fans preferring transmedial frameworks, the styles of engagement often become conflated with the impulses driving the discourse itself. By first examining these tensions and then utilizing case studies that illustrate the four combinations of frameworks and modes of discourse—traditional-affirmational, transmedial-affirmational, traditional-transformational, and transmedial-transformational—I seek to complicate the boundaries that appear to divide the larger Sherlock Holmes fan community. I will demonstrate that the twin fannish impulses to affirm the text and transform it have operated not at odds but in parallel throughout the history of the fandom.

A grounded-theory investigation of patient education in physical therapy practice.

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Rindflesch, Aaron B

2009-04-01

Patient education is a critical component of physical therapy and is used frequently in practice. Research describing the practice of patient education in physical therapy is scarce, however. Qualitative research methods can be used to describe the practice of patient education in physical therapy and to identify supportive theory. This study describes the practice of patient education grounded in data obtained from nine physical therapists in three settings: outpatient, acute care, and inpatient rehabilitation. From the data common themes are reported. From the themes, supportive theory can be identified. Results show four primary themes regarding patient education in physical therapy. First, the physical therapists in this study were not able to easily differentiate patient education from primary interventions. Second, the purpose of patient education was to empower patients toward self-management and prevention. Third, therapists used a patient-centered approach to decide upon content. Finally, each therapist used function or demonstration to assess the outcome of patient education interventions. The results of this study can be used to inform current practitioners, for future research and to identify theoretical underpinnings to support the practice of patient education in physical therapy.

Behavioral Patterns in Special Education. Good Teaching Practices.

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Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

What teacher educators consider as best practices in preparing pre ...

African Journals Online (AJOL)

This paper reports on an investigation into what teacher educators consider to be best practices in how to prepare pre-service teachers to effectively deal with the challenges of teaching Mathematics in multilingual contexts, and how what teacher educators consider as best practices inform their own classroom practice.

Transformation and self-identity: Student narratives in post-apartheid South Africa

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Frans Kamsteeg

2016-11-01

Full Text Available Organisational change processes are by nature complex and often highly contested. This is particularly true of the transformation South African institutions of higher education have been going through since the end of the apartheid era. Using a narrative approach, this article presents a multi-faceted range of stories by the University of the Free State (UFS students who took part in a particular leadership programme designed to make a contribution to institutional, and even, societal change. The plurivocality of the identity work the UFS students’ stories display is based on their ethnic, gender and class diversity. It is the context-sensitive ‘tales of the field’ they tell that might help to understand why the transformation concept as well the various transformation-driven practices in higher education are so ambiguous and contested.

Making Philosophy of Science Education Practical for Science Teachers

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Janssen, F. J. J. M.; van Berkel, B.

2015-04-01

Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

Online interprofessional health sciences education: From theory to practice.

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Luke, Robert; Solomon, Patty; Baptiste, Sue; Hall, Pippa; Orchard, Carole; Rukholm, Ellen; Carter, Lorraine

2009-01-01

Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of "should we use the Internet for education" to "how should we use the Internet for education." Research has begun on the optimal development of online learning environments to support IPE. Developing online IPE should follow best practices in e-learning generally, though there are some special considerations for acknowledging the interprofessional context and clinical environments that online IPE is designed to support. The design, development, and deployment of effective online IPE must therefore pay special attention to the particular constraints of the health care worker educational matrix, both pre- and postlicensure. In this article we outline the design of online, interprofessional health sciences education. Our work has involved 4 educational and 4 clinical service institutions. We establish the context in which we situate our development activities that created learning modules designed to support IPE and its transfer into new interprofessional health care practices. We illustrate some best practices for the design of effective online IPE, and show how this design can create effective learning for IPE. Challenges exist regarding the full implementation of interprofessional clinical practice that are beginning to be met by coordinated efforts of multiple health care education silos.

Developing Non-Formal Education Competences as a Complement of Formal Education for STEM Lecturers

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Terrazas-Marín, Roy Alonso

2018-01-01

This paper focuses on a current practice piece on professional development for university lecturers, transformative learning, dialogism and STEM (Science, Technology, Engineering and Mathematics) education. Its main goals are to identify the key characteristics that allow STEM educators to experiment with the usage of non-formal education…

Virtual reality disaster training: translation to practice.

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Farra, Sharon L; Miller, Elaine T; Hodgson, Eric

2015-01-01

Disaster training is crucial to the mitigation of both mortality and morbidity associated with disasters. Just as clinical practice needs to be grounded in evidence, effective disaster education is dependent upon the development and use of andragogic and pedagogic evidence. Educational research findings must be transformed into useable education strategies. Virtual reality simulation is a teaching methodology that has the potential to be a powerful educational tool. The purpose of this article is to translate research findings related to the use of virtual reality simulation in disaster training into education practice. The Ace Star Model serves as a valuable framework to translate the VRS teaching methodology and improve disaster training of healthcare professionals. Using the Ace Star Model as a framework to put evidence into practice, strategies for implementing a virtual reality simulation are addressed. Practice guidelines, implementation recommendations, integration to practice and evaluation are discussed. It is imperative that health educators provide more exemplars of how research evidence can be moved through the various stages of the model to advance practice and sustain learning outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mentor development in higher education in Botswana: How ...

African Journals Online (AJOL)

Mentor development in higher education in Botswana: How important is reflective practice? ... Open Access DOWNLOAD FULL TEXT ... Mentors can develop their mentoring abilities through reflective practice and an overt transformational ...

Returns to nursing education: rural and nonrural practice.

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Pan, S; Straub, L

1997-01-01

This study uses data from a national sample of registered nurses to compare earnings of nurses in rural and nonrural practice. The comparisons, conditioned by the nurses' education level, are analogous to the concept of "returns to human capital investment" used in labor economics. A general linear model is applied within a framework of labor economics analysis. Results show that nurses with more education receive less for their investment if they practice in rural areas. Work experience and employment setting are also related to lower annualized earnings for rural practice. One exception to the otherwise consistent findings is that returns to advanced practice nursing are higher in rural areas. Results and policy implications are discussed.

Practical strategies for nursing education program evaluation.

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Lewallen, Lynne Porter

2015-01-01

Self-evaluation is required for institutions of higher learning and the nursing programs within them. The literature provides information on evaluation models and instruments, and descriptions of how specific nursing education programs are evaluated. However, there are few discussions in the nursing education literature of the practical aspects of nursing education program evaluation: how to get started, how to keep track of data, who to involve in data collection, and how to manage challenging criteria. This article discusses the importance of program evaluation in the academic setting and provides information on practical ways to organize the evaluation process and aggregate data, and strategies for gathering data from students, graduates, alumni, and employers of graduates. Copyright © 2015 Elsevier Inc. All rights reserved.

Practice management education during surgical residency.

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Jones, Kory; Lebron, Ricardo A; Mangram, Alicia; Dunn, Ernest

2008-12-01

Surgical education has undergone radical changes in the past decade. The introductions of laparoscopic surgery and endovascular techniques have required program directors to alter surgical training. The 6 competencies are now in place. One issue that still needs to be addressed is the business aspect of surgical practice. Often residents complete their training with minimal or no knowledge on coding of charges or basic aspects on how to set up a practice. We present our program, which has been in place over the past 2 years and is designed to teach the residents practice management. The program begins with a series of 10 lectures given monthly beginning in August. Topics include an introduction to types of practices available, negotiating a contract, managed care, and marketing the practice. Both medical and surgical residents attend these conferences. In addition, the surgical residents meet monthly with the business office to discuss billing and coding issues. These are didactic sessions combined with in-house chart reviews of surgical coding. The third phase of the practice management plan has the coding team along with the program director attend the outpatient clinic to review in real time the evaluation and management coding of clinic visits. Resident evaluations were completed for each of the practice management lectures. The responses were recorded on a Likert scale. The scores ranged from 4.1 to 4.8 (average, 4.3). Highest scores were given to lectures concerning negotiating employee agreements, recruiting contracts, malpractice insurance, and risk management. The medical education department has tracked resident coding compliance over the past 2 years. Surgical coding compliance increased from 36% to 88% over a 12-month period. The program director who participated in the educational process increased his accuracy from 50% to 90% over the same time period. When residents finish their surgical training they need to be ready to enter the world of business

Confucian Junzi Leadership: A model of authentic moral transformation for educational leaders

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Wong, Christine Tze Ngan

2013-01-01

The specific personality of junzi is the primary concern of Confucian philosophy. This study explores Confucian junzi leadership so as to understand Confucian ethics in its own terms as well as to contribute to the contemporary forum of educational leadership. Through analyzing the unique Confucian moral principles and insights, the study presents a model of educational leadership with an emphasis on authentic moral transformation. Seven qualities of junzi leadership have been highlighted, i...

Knowledge, Attitude and Practice in Electronic Education Among ...

African Journals Online (AJOL)

Background: Electronic education (E-education) is used worldwide as a basic tool for medical education for its advanced improving in medical training. In spite of its wide use in the system of the medical faculties in Sudan, e-education has not taken its right place yet. Objectives: To explore knowledge, attitude and practice ...

Understanding the Motivation and Transformation of White Culturally Responsive Professors

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Jenkins, China; Alfred, Mary

2018-01-01

The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was…

From Practice to Policy in Environmental Education

African Journals Online (AJOL)

practical skills that are needed to solve them. While infusion was the main focus of the country's environmental ... innovative work in the field of environmental education, thus recognising that additional thinking and experimentation are necessary to future policy formulation.The Uttarakhand. Environmental Education Centre ...

The practices and challenges of teacher educators' professional ...

African Journals Online (AJOL)

Teachers' professional development is the core of educational improvement. Thus, the main purpose of this study was to assess the practices and challenges of teacher educators' professional development through Lesson Study in Oromia colleges of teacher education. To this effect, descriptive survey method was used.

Education practices developed by nurses in adolescent health promotion - doi:10.5020/18061230.2006.p240

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Valdicleibe Lira de Amorim

2012-01-01

Full Text Available Adolescence is expressed by biopsychosocial development, delimited by the age group of 10 to 19 years old that, in general, initiates with corporal changes of puberty and finishes with social, professional and economic insertion. The adolescents possess health necessities that are produced in the scope of the society, defining and changing themselves from the interaction with its several economic, institutional, political, ethical, cultural and physical ambient components. This study had as its objective to analyze the education practices aimed at adolescent heath promotion, by means of documental research in nursing publications, in the period of 1999 to 2005, emphasizing empirical studies and experience reports involving group formation; and to identify the main theoretical and methodological procedures in education actions adopted in these studies. The results disclosed that only six articles, in which the nurses had affirmed to base their education practice with adolescents on theoretic referential, had valued the active participation of the adolescents, the critical reflection, the creativity and formal and not formal knowledge aiming at reaching transformation in their relations. Thus, we infer that there is a restrict number of publications on the subject, considering the high vulnerability and dependence of this age group regarding its sexuality and exposure to conflict situations.

Achieving the Desired Transformation: Thoughts on Next Steps for Outcomes-Based Medical Education.

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Holmboe, Eric S; Batalden, Paul

2015-09-01

Since the introduction of the outcomes-based medical education (OBME) movement, progress toward implementation has been active but challenging. Much of the angst and criticism has been directed at the approaches to assessment that are associated with outcomes-based or competency frameworks, particularly defining the outcomes. In addition, these changes to graduate medical education (GME) are concomitant with major change in health care systems--specifically, changes to increase quality and safety while reducing cost. Every sector, from medical education to health care delivery and financing, is in the midst of substantial change and disruption.The recent release of the Institute of Medicine's report on the financing and governance of GME highlights the urgent need to accelerate the transformation of medical education. One source of continued tension within the medical education community arises from the assumption that the much-needed increases in value and improvement in health care can be achieved by holding the current educational structures and architecture of learning in place while concomitantly withdrawing resources. The authors of this Perspective seek to reframe the important and necessary debate surrounding the current challenges to implementing OBME. Building on recent change and service theories (e.g., Theory U and coproduction), they propose several areas of redirection, including reexamination of curricular models and greater involvement of learners, teachers, and regulators in cocreating new training models, to help facilitate the desired transformation in medical education.

The Lego Story: Remolding Education Policy and Practice

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Pirrie, Anne

2017-01-01

The aim of this article is to develop a more nuanced understanding of the complex nature of learning as it relates to both the educational and social aims of education as manifested in contemporary European education policy. The article explores tensions in education policy and practice by exploring the evolution of the global brand Lego. The…

Registered Nurses’ Patient Education in Everyday Primary Care Practice

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Bergh, Anne-Louise; Friberg, Febe; Persson, Eva; Dahlborg-Lyckhage, Elisabeth

2015-01-01

Nurses’ patient education is important for building patients’ knowledge, understanding, and preparedness for self-management. The aim of this study was to explore the conditions for nurses’ patient education work by focusing on managers’ discourses about patient education provided by nurses. In 2012, data were derived from three focus group interviews with primary care managers. Critical discourse analysis was used to analyze the transcribed interviews. The discursive practice comprised a discourse order of economic, medical, organizational, and didactic discourses. The economic discourse was the predominant one to which the organization had to adjust. The medical discourse was self-evident and unquestioned. Managers reorganized patient education routines and structures, generally due to economic constraints. Nurses’ pedagogical competence development was unclear, and practice-based experiences of patient education were considered very important, whereas theoretical pedagogical knowledge was considered less important. Managers’ support for nurses’ practical- and theoretical-based pedagogical competence development needs to be strengthened. PMID:28462314

Practicing Hospitality in the Classroom

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Burwell, Rebecca; Huyser, Mackenzi

2013-01-01

This article explores pedagogical approaches to teaching students how to practice hospitality toward the other. Using case examples from the college classroom, the authors discuss the roots of Christian hospitality and educational theory on transformative learning to explore how students experience engaging with others after they have…

Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers

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Higdon, Robbie L.

The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983). In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving

Evidence-Based Practice in Autism Educational Research: Can We Bridge the Research and Practice Gap?

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Guldberg, Karen

2017-01-01

In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift in autism educational research. The contribution of this paper is to examine the key methodological challenges that stand in the way of autism…

Teacher Educators' Personal Practical Knowledge of Language

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Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka

2018-01-01

This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical…

Rediscovering Rites of Passage: Education, Transformation, and the Transition to Sustainability

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David Adam Lertzman

2002-01-01

Full Text Available This paper focuses on rites of passage as a model for wilderness programs. It draws on my experience in the field, particularly with Native youth in a community-based program called "Rediscovery." The Rediscovery program is discussed, along with concepts of traditional indigenous knowledge and education. Foundational concepts of rites of passage are described in terms of their relevance to youth, outdoor education, and the Rediscovery program in particular. Using Rediscovery as a model, rites of passage are put forward as an educational process for youth from various cultural backgrounds. In this context, the purpose of education is to cultivate self-knowledge and to foster core personal development: the making of whole human beings. The paper closes with a reflection on my work with traditional indigenous people and the significance of rites of passage for education, cultural transformation, and the transition to ecological sustainability.

The Practice of Educational Marketing in Schools.

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James, Chris; Phillips, Peter

1995-01-01

Summarizes a study using a service marketing-mix model (promoting product, place, price, promotion, people, processes, and proof) to document educational marketing practices in 11 public and private British schools. The schools visited evinced a general lack of coherent marketing practice. Administrators had little management training in…

The Transformative Power of Taking an Inquiry Stance on Practice: Practitioner Research as Narrative and Counter-Narrative

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Ravitch, Sharon M.

2014-01-01

Within the ever-developing, intersecting, and overlapping contexts of globalization, top-down policy, mandates, and standardization of public and higher education, many conceptualize and position practitioner research as a powerful stance and a tool of social, communal, and educational transformation, a set of methodological processes that…

Career education attitudes and practices of K-12 science educators

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Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

Secondary Education Attainment and Social Economic Transformation in Rural Tanzania: Observations from Livelihood Strategies of Primary and Secondary Education Graduates in Mvomero District

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Lupeja, Thabita Lameck; Gubo, Qi

2016-01-01

This paper examines the influence of secondary education in promoting; health awareness, gender awareness and civic awareness. The study sought to assess whether the education policy which considers secondary education as the key instrument in bringing social and economic transformation has been reflected in graduates' livelihood strategies once…

Managing diversity and enhancing team outcomes: the promise of transformational leadership.

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Kearney, Eric; Gebert, Diether

2009-01-01

In a sample of 62 research and development (R&D) teams, the authors examined transformational leadership as a moderator of the relationship of age, nationality, and educational background diversity with team outcomes. When levels of transformational leadership were high, nationality and educational diversity were positively related to team leaders' longitudinal ratings of team performance. These relationships were nonsignificant when transformational leadership was low. Age diversity was not related to team performance when transformational leadership was high, and it was negatively related to team performance when transformational leadership was low. Two mediated moderation effects help explain these findings. Transformational leadership moderated the relationship of the 3 examined diversity dimensions with the elaboration of task-relevant information, which in turn was positively associated with team performance. Moreover, transformational leadership moderated the relationship of the 3 diversity types with collective team identification, which in turn was positively related to the elaboration of task-relevant information. The authors discuss the theoretical and practical implications of these results. Overall, this study suggests that transformational leadership can foster the utilization of the potential, but frequently untapped, benefits entailed by both demographic and informational/cognitive team diversity. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

Instructional Technology Practices in Developmental Education in Texas

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Martirosyan, Nara M.; Kennon, J. Lindsey; Saxon, D. Patrick; Edmonson, Stacey L.; Skidmore, Susan T.

2017-01-01

The purpose of this study was to examine the current state of technology integration in developmental education in Texas higher education. Analyzing survey data from developmental education faculty members in 70 2- and 4-year colleges in Texas, researchers identified instructor-reported best instructional technology practices in developmental…

Perspective Transformation: A Mechanism to Assist in the Acceptance of Contemporary Education Reform in Athletic Training

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Peer, Kimberly S.

2017-01-01

Context: Athletic training education is experiencing major reform. As professionals consider the implications of these initiatives, the perspective transformation approach to change processes and future impact provides a viable model for all constituents. Objectives: Transformative learning is used as a construct for framing perspective…

Mentor Development in Higher Education in Botswana: How Important Is Reflective Practice?

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Geber, H.; Nyanjom, J. A.

2009-01-01

Mentor development in higher education in Vocational Education and Training (VET) in Botswana is explored in this article. Changes in education policy require mentors to engage in individual as well as organisational change and transformation. Most studies focus on mentee development and the resulting organisational change but there is very little…

[Practice report: corrective education for misbehaving dogs].

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Hessling, T

1999-04-01

A report on practical experiences with the education of aggressive dogs is given. Attention is payed to the instruction of the owners who ought to understand the nature and the behavioural needs of the animals. Positive results of the use of the electrical education aid Teletakt are reported.

Practice and Malpractice in Philosophy of Education.

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Popp, Jerome A.

1978-01-01

Examines educational philosophy as an area of inquiry in light of several points of view from other areas of philosophic inquiry. Topics discussed include activities engaged in by philosophers, analogues in science, theoretical vs practical inquiry, epistemic utilities in philosophy, and the scientific context of educational philosophizing. (DB)

Gender Representation in Communication Education and Practice ...

African Journals Online (AJOL)

In Nigeria, and perhaps many countries in Africa and the world, gender may neither be equally represented nor fairly portrayed in communication education and practice. This makes finding answers to the following questions critical: What is the participation of women and men in communication training and education in ...

Islamic Educational Transformation through Inmate Social Interaction at Palu Correctional Facility Class II A, Central Sulawesi

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Yusra

2017-06-01

Full Text Available Rehabilitation system adopted by correctional facility is based on Pancasila. All incarcerated men are rehabilitated there with the goal to make them repent, be law-abiding citizens, and uphold moral values. Correctional facility comes as a rehabilitation place to improve social interaction so that inmates can be received by their social environment once they are released from prison. At this point, the researcher focuses on Islamic educational transformation through inmate social interaction training program at Palu correctional facility class II A. This research uses descriptive quantitative design with social legal approach to observe patterns of inmate social interaction. The result of research points out that Islamic educational transformation which is packed into rehabilitation programs and correctional educational activities is remarkably emphasized in inmate social interaction. In this case, Islamic educational transformation applied in Palu correctional facility class II A is defined as ultimum remidium, correctional activities emphasizing on process-based approach. Rehabilitation process given to inmates is able to improve insight and awareness of ethical and moral values in their social interaction. Therefore, when returning to society they can be accepted by social environtment as good responsible people.

Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

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Morrow, Cherilynn A.

1993-01-01

The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

Restorative Practices as Formal and Informal Education

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Carter, Candice C.

2013-01-01

This article reviews restorative practices (RP) as education in formal and informal contexts of learning that are fertile sites for cultivating peace. Formal practices involve instruction about response to conflict, while informal learning occurs beyond academic lessons. The research incorporated content analysis and a critical examination of the…

Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

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Sadideen, Hazim; Kneebone, Roger

2012-09-01

Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

Attitudes and barriers to evidence-based practice in optometry educators.

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Suttle, Catherine M; Challinor, Kirsten L; Thompson, Rachel E; Pesudovs, Konrad; Togher, Leanne; Chiavaroli, Neville; Lee, Adrian; Junghans, Barbara; Stapleton, Fiona; Watt, Kathleen; Jalbert, Isabelle

2015-04-01

Evidence-based practice (EBP) is an essential component of good quality, patient-centered health care. This requires practitioners to acquire EBP skills and knowledge during undergraduate and continuing education. Evidence-based practice education exists in a range of health care disciplines, including optometry. Evidence-based practice education, however, depends on relevant skills and knowledge in educators. Courses and workshops exist for the development of EBP teaching skills in some areas of health care but not in optometry. Here, we describe a pilot workshop designed to enhance the teaching of EBP and to investigate the perspectives of optometric educators on EBP including their attitudes and perceived barriers to EBP and its teaching. Twenty-seven optometric educators including 8 facilitators participated. Of these, 14 were academics (including the 8 facilitators) and 13 were practitioners. Evidence-based practice attitudes were assessed using the Evidence-Based Practice Attitude Scale-50 with appropriate modifications for optometry. Workshop design incorporated strategies to trigger discussion among participants. A nominal group technique was used to identify, prioritize, and reach consensus on barriers to EBP. Although some participants expressed reservations about EBP, a common understanding of the contemporary definition of EBP emerged in educators. Thirty-five barriers to EBP were identified; "time" was selected in the top five barriers by most participants and attracted the highest total score, well above any other barrier (negative attitude to EBP, volume of evidence, integration with clinical practice, and lack of lifelong learning mind-set). Attitudes toward EBP were generally positive and negatively correlated with age and time since graduation, respectively. A group of optometrists and academics new to implementing education in EBP displayed positive attitudes to EBP but considered that its application and teaching could be significantly hindered

Policies and Practices in Educational Gerontology in Taiwan

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Lin, Yi-Yin; Huang, Chin-Shan

2013-01-01

Policy on educational gerontology seems a relatively recent subfield in most countries' social policies. The concept of education for older adults did not appear in Taiwan's political discourse until 1980. The purposes of this paper are to provide an overall introduction to the development of educational gerontology policies and practices in…

Transforming Education, Transforming Society: The Co-Construction of Critical Peace Education and Indigenous Education

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Sumida Huaman, Elizabeth

2011-01-01

This article seeks to contribute to the link between critical peace education and Indigenous education from an Indigenous international and comparative education perspective. The article first reviews the marginalization of critical peace education and Indigenous education. By bringing forward areas of common interest between peace education and…

Alliances With the Potential to Transform Geoscience Education

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Barron, E. J.

2005-12-01

Geoscience problems and disciplines are inherently global, and today's opportunities for students to join the workforce also increasingly involve every country and every place on the planet. We have reached the point where the need to create global educational experiences and to make global connections are more important than ever. First, there is enormous benefit to all students if they can contribute within the context of an increasingly globalized world. Second, our primary objective as educators is to build human capacity. The reach and impact of any university is severely limited if our efforts to build this capacity is limited to students within our own classroom. The Alliances that have the potential to transform Geoscience education then have two pathways. The first is to internationalize the curriculum and to provide international educational and research opportunities. This includes: (1) establishing formal undergraduate exchange opportunities specially for the Geosciences, (2) providing opportunities within our course frameworks to enable students to gain international competences, (3) promoting international field experiences and research projects, (4) developing collaborative educational projects with international partners, and (5) creating institutional structures that are charged with promoting, proposing, reviewing, monitoring and assessing international opportunities. The second is to recognize that developing strong educational programs across the world will have a greater impact on education and research, and hence the global workforce, then for select countries to educate small populations of international students. The Alliance for Earth Science, Engineering and Development in Africa (AESEDA), created at Penn State in 2003, is establishing the partnerships with universities in Africa and with HCBUs within the U.S. that both internationalize the education of Penn State students and enable capacity building within the participating universities

Adult learning in veterinary education: theory to practice.

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Dale, Vicki H M; Sullivan, Martin; May, Stephen A

2008-01-01

This paper argues the case for the increased application of adult learning principles to veterinary education. It encapsulates evidence from the United Kingdom, Europe, North America, and Australia to explain why it has taken veterinary schools so long to transform their curricula to best facilitate the development of lifelong learning skills, such as independent and self-directed learning, problem solving, and critical thinking. Despite the variation in training programs in these different regions, the paper identifies common issues-conflicting educational paradigms and the need for faculty development-and ultimately concludes that professional and continuing education should be viewed as a continuous process, supporting the adult learner's cognitive development and facilitated through experiential learning.

Stepfamily Education and Changes in Financial Practices

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Higginbotham, Brian J.; Tulane, Sarah; Skogrand, Linda

2012-01-01

This study examined the financial management practices of 62 participants in "Smart Steps" stepfamily education courses 1 year following their course completion. Qualitative interviews revealed 29 participants changed their financial practices as a result of the course, 29 did not change, and 4 provided unclear responses. Common reasons for no…

Grasping the Nettle? South African Higher Education and Its Transformative Imperatives

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Soudien, C.

2010-01-01

The rationale for this article is that the actors in the South African higher education system, and particularly those with the responsibility for leading it, need to be clear about the arguments in the transformation debate and in particular about how these get at what is actually happening within it, and to be-consciously and self-critically…

Practice as Prize: Citizenship Education in two Primary Classrooms in Ireland

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Fionnuala Waldron

2014-02-01

Full Text Available While citizenship education forms part of the formal curriculum at primary level in Ireland, its inclusion as a strand unit of Social, Personal and Health Education, rather than as a discrete subject, tends to make it less visible. In practice, citizenship education is strongly influenced by external agencies and non-governmental organisations (NGOs active in the field as the dominant producers of teaching resources and programmes in the area. In many cases, these programmes are award-driven, requiring schools to compete with others for recognition or to exemplify a particular standard of practice.  Using thick description (Geertz 1973 and teachers' narratives, this article presents two cases based on the practice of two experienced primary teachers who negotiate the complex space between professional practice and the particular agendas of external agencies and NGOs. Focusing on two exemplars of their teaching, the article locates their work within the broader context of citizenship education in Ireland, highlighting the extent to which the exemplars chosen typify or challenge existing practice. The article includes the outline plans used by the participating teachers and draws on an extended dialogue between the participants and the researchers in which issues relating to citizenship education, classroom and whole school practice and the broader educational context were discussed and probed.

A Co-operative Inquiry Into Generating, Describing, and Transforming Knowledge About De-escalation Practices in Mental Health Settings

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Berring, Lene Lauge; Hummelvoll, J. K.; Pedersen, Liselotte

2016-01-01

De-escalation is concerned with managing violent behaviour without resorting to coercive measures. Co-operative Inquiry provided the conceptual basis for generating knowledge regarding de-escalation practices in acute mental health care settings. The research included service users and staff memb...... transforming violence management. Neighbouring mental health communities’ involvement strengthened the transformation process and assisted in validating the research results. © 2016, Taylor & Francis Group, LLC.......De-escalation is concerned with managing violent behaviour without resorting to coercive measures. Co-operative Inquiry provided the conceptual basis for generating knowledge regarding de-escalation practices in acute mental health care settings. The research included service users and staff...... members as co-researchers and knowledge was generated in dynamic research cycles around an extended epistemology of knowing: experiential, presentational, propositional, and practical. Through this process, co-researchers became de-escalation learners, implementing de-escalation practices while...

Curriculum influence on interdisciplinary oral health education and practice.

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Clark, Melinda; Quinonez, Rocio; Bowser, Jonathan; Silk, Hugh

2017-06-01

Oral diseases are very prevalent across the lifespan and impact overall health, yet are largely preventable. The Smiles for Life (SFL) curriculum was created to educate healthcare providers about oral disease and support integration of oral health and primary care. This study examines SFL's influence on clinical practice and education. Surveys were sent to registered users of SFL. Users who self-identified as direct care providers (DCPs), or educators, were included in the analysis. Survey response rate was 18 percent, with 87 percent identifying as DCPs and 13 percent as educators. Across professions, 85 percent of DCPs reported SFL influencing their practice to some degree, with variance among profession type and experience. DCPs most commonly reported that SFL led them to improve how they conduct oral health activities, with 60 percent performing the activity more skillfully following completion of SFL. Fluoride varnish application was the most common practice behavior initiated, and caries risk assessments was the oral health activity affected to the greatest degree. A majority of educators (94 percent) reported that SFL led them to incorporate or enhance oral health in their teaching. SFL helped educators emphasize the importance of oral health, improved their ability to teach content, raised motivation, and reduced barriers to teaching oral health. Data supports that SFL is positively influencing oral health practice across professions, especially in areas of caries risk assessment and fluoride varnish application. SFL improves the frequency and quality with which DCPs and educators participate in oral health activities, and facilitates oral health inclusion in primary care. © 2017 American Association of Public Health Dentistry.

Personal Finance Education: Effective Practice Guide for Schools

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Spielhofer, Thomas; Kerr, David; Gardiner, Clare

2010-01-01

This document provides guidance on effective practice in delivering personal finance education in secondary schools. It is based on the findings from research carried out by NFER (the National Foundation for Educational Research) on behalf of pfeg (Personal Finance Education Group) as part of an evaluation of Learning Money Matters (LMM). This…

The Worldviews Network: Transformative Global Change Education in Immersive Environments

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Hamilton, H.; Yu, K. C.; Gardiner, N.; McConville, D.; Connolly, R.; "Irving, Lindsay", L. S.

2011-12-01

Our modern age is defined by an astounding capacity to generate scientific information. From DNA to dark matter, human ingenuity and technologies create an endless stream of data about ourselves and the world of which we are a part. Yet we largely founder in transforming information into understanding, and understanding into rational action for our society as a whole. Earth and biodiversity scientists are especially frustrated by this impasse because the data they gather often point to a clash between Earth's capacity to sustain life and the decisions that humans make to garner the planet's resources. Immersive virtual environments offer an underexplored link in the translation of scientific data into public understanding, dialogue, and action. The Worldviews Network is a collaboration of scientists, artists, and educators focused on developing best practices for the use of immersive environments for science-based ecological literacy education. A central tenet of the Worldviews Network is that there are multiple ways to know and experience the world, so we are developing scientifically accurate, geographically relevant, and culturally appropriate programming to promote ecological literacy within informal science education programs across the United States. The goal of Worldviews Network is to offer transformative learning experiences, in which participants are guided on a process integrating immersive visual explorations, critical reflection and dialogue, and design-oriented approaches to action - or more simply, seeing, knowing, and doing. Our methods center on live presentations, interactive scientific visualizations, and sustainability dialogues hosted at informal science institutions. Our approach uses datasets from the life, Earth, and space sciences to illuminate the complex conditions that support life on earth and the ways in which ecological systems interact. We are leveraging scientific data from federal agencies, non-governmental organizations, and our

International practice experiences in pharmacy education.

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Cisneros, Robert M; Jawaid, Sarah Parnapy; Kendall, Debra A; McPherson, Charles E; Mu, Keli; Weston, Grady Scott; Roberts, Kenneth B

2013-11-12

To identify reasons for inclusion of international practice experiences in pharmacy curricula and to understand the related structure, benefits, and challenges related to the programs. A convenience sample of 20 colleges and schools of pharmacy in the United States with international pharmacy education programs was used. Telephone interviews were conducted by 2 study investigators. University values and strategic planning were among key driving forces in the development of programs. Global awareness and cultural competency requirements added impetus to program development. Participants' advice for creating an international practice experience program included an emphasis on the value of working with university health professions programs and established travel programs. Despite challenges, colleges and schools of pharmacy value the importance of international pharmacy education for pharmacy students as it increases global awareness of health needs and cultural competencies.

Transformative science education through action research and self-study practices

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Calderon, Olga

The research studies human emotions through diverse methods and theoretical lenses. My intention in using this approach is to provide alternative ways of perceiving and interpreting emotions being experienced in the moment of arousal. Emotions are fundamental in human interactions because they are essential in the development of effective relationships of any kind and they can also mediate hostility towards others. I begin by presenting an impressionist auto-ethnography, which narrates a personal account of how science and scientific inquiry has been entrenched in me since childhood. I describe how emotions are an important part of how I perceive and respond to the world around me. I describe science in my life in terms of natural environments, which were the initial source of scientific wonder and bafflement for me. In this auto-ethnography, I recount how social interactions shaped my perceptions about people, the world, and my education trajectory. Furthermore, I illustrate how sociocultural structures are used in different contexts to mediate several life decisions that enable me to pursue a career in science and science education. I also reflect on how some of those sociocultural aspects mediated my emotional wellness. I reveal how my life and science are interconnected and I present my story as a segue to the remainder of the dissertation. In chapters 2 and 3, I address a methodology and associated methods for research on facial expression of emotion. I use a facial action coding system developed by Paul Ekman in the 1970s (Ekman, 2002) to study facial representation of emotions. In chapters 4 and 5, I review the history of oximetry and ways in which an oximeter can be used to obtain information on the physiological expression of emotions. I examine oximetry data in relation to emotional physiology in three different aspects; pulse rate, oxygenation of the blood, and plethysmography (i.e., strength of pulse). In chapters 3 and 5, I include data and

Integrating Education: Parekhian Multiculturalism and Good Practice

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McGlynn, Claire

2009-01-01

This paper explores the concept of good practice in integrating education in divided societies. Using Northern Ireland as a case study, the paper draws on data from eight schools (both integrated Catholic and Protestant, and separate) that are identified as exemplifying good practice in response to cultural diversity. Analysis is provided through…

The Educational Project as a pivotal framework for pedagogical practice: reflections and proposals for action

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Javier ARGOS GONZÁLEZ

2011-09-01

Full Text Available The basic features of an educational task are sufficiently complex to demand their «construction» from theoretical-pedagogical frameworks that are consistent, rigorous and ethically founded. To achieve this end, the coherence and meaning of such a task become transformed into indispensable elements which need to be projected, both into the school and into the classroom, which, in the last resort, is where the important pedagogical formulae that have been adopted on consensus are given shape. Taking these considerations into account, we analyse in the present research the importance of the educational School Project, as a text which upholds the pedagogical task, before going on to formulate a series of postulates which should be upheld in our professional practice. Thus elements such as the pedagogy of listening, unhurried learning, and intuition, creativity, curiosity and pleasure in learning emerge and are visible in the pedagogical scene.

Joseph Maran and Philipp W. Stockhammer (eds. Materiality and Social Practice: Transformative Capacities of Intercultural Encounters

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Uroš Matić

2016-03-01

Full Text Available Prikaz zbornika Materiality and Social Practice: Transformative Capacities of Intercultural Encounters, urednika Džozefa Marana i Filipa Stokamera, Oxford and Oakville: Oxbow Books, 220 pp.

EDUCATIONAL COWORKING AS A NEW ORGANIZATION FORMAT OF EDUCATIONAL SPACE OF SUPPLEMENTARY VOCATIONAL EDUCATION

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Galina A. Ignatyeva

2016-01-01

Full Text Available The aim of the article is to reveal the essence of the educational coworking as a fundamentally new form of organization of teacher’s innovative activity and relevant meaningful-activity technology of its exploration and practical implementation in the conditions of additional professional education (АPE. Methods. From the standpoint of anthropological project-transforming paradigm and reflective-positional approach the mission, content, structure and shape of the АPE, focused on the project-network and scientific-service support of innovative development of educational institutions and the formation of a new professional position of the teacher are disclosed. Based on the comparative analysis of mechanisms of coworking in economics, sociology and business education key characteristics of a model of educational co-working space are highlighted. The method of conceptual modeling of educational polypositional space of co-organization of the АPE subjects is applied. Results. The methodological framework of educational coworking is proposed and described including the problem area, realized in the project – analytical sessions; information area, based on today’s knowledge-management technologies; the project – constructor area, where the project – network nodes format is implemented to work with al-ready initiated projects and the launch of new projects; organizational area where the cultivation is carried out a viable community of implementers of innovative projects; and the main unit – media-hub – concentration and distribution center in terms of growth time, personal resources, to ensure the movement of students on individual trajectories. Scientific novelty. Essential characteristics of the educational coworking, based on its understanding as a new organizational format that integrates professional training of the teacher in accordance with the social order and its professional development in terms of individual needs and

Educator informed practice within a triadic preceptorship model.

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Zawaduk, Cheryl; Healey-Ogden, Marion; Farrell, Suzanne; Lyall, Cheryl; Taylor, Mona

2014-03-01

Preceptorships have long been a subject of scholarship with proven effectiveness in preparing nursing students to transition into beginning graduate nurses. Nursing research has predominantly focused on the dyadic preceptor-student relationship. The triadic pedagogical relationship between educator-student-preceptor has garnered less attention and inquiry. Nurse educators' experience in preceptorships is under reported. Through a process of scholarly inquiry, nurse educators from one western Canada School of Nursing documented their experiences and professional judgment in facilitating preceptorships over one semester. In the context of the anticipated exodus of nursing experts in the midst of rapidly changing healthcare delivery, this paper recommends a reemphasis on preceptorships as a triadic pedagogical relationship. Educator informed practices that foster triadic relationships in preceptorships include attending to distant relationships, being mindful of the influence of continuity, recognizing a preceptor's proficiency, responding to rapidly changing and complex environments, facilitating common understanding through communication, and integrating practice and education performance expectations. Copyright © 2013 Elsevier Ltd. All rights reserved.

Transformative learning: empathy and multicultural awareness in podiatric medical education.

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Elliott, Craig M; Toomey, Robert J; Goodman, Brooke A; Barbosa, Peter

2012-01-01

Short-term medical missions are common in medical educational settings and could possibly affect student learning. Little research has been conducted about the potential of these missions on students' transformative learning, in particular as it relates to empathy and multicultural awareness. Eight podiatric medical students who participated in short-term medical missions in 2008 and 2009 completed an electronic survey to investigate the effect of their experience as it relates to their learning. The empathy and multicultural awareness impact of the mission experience was emphasized. Qualitative questions in the survey were coded, themed, and triangulated with the quantitative responses. Six students (75%) "strongly agreed" that participating in the medical mission was a significant positive experience in their podiatric medical training. Six students felt that their experiences in serving these communities increased their personal awareness of multicultural/diversity needs in general. All of the students agreed that they will become better podiatric physicians because of their experiences in the medical missions. The qualitative data also indicate that the experience had an effect on the students' views of health care and increased empathy toward their patients. Short-term medical missions could play a significant role in the transformative learning experience in podiatric medical education. This could affect the empathy and multicultural awareness of podiatric medical students. Further and more extensive evaluations of the potential impact of short-term medical missions in podiatric medical education should be explored because it could influence curriculum and global health in the field of podiatric medicine.

IMPLEMENTATION OF TEXT TRANSFORMATION IN PHYSICS EDUCATION TO REDUCE STUDENTS’ MISCONCEPTION

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Soeharto Soeharto

2016-09-01

Full Text Available This research aimed to know the effect of  text transformation in educational physics especially Impuls and momentum to reduce students’ misconception. This study was held at state senior high school (SMAN 2 in Pontianak, West Borneo.  The instrument in this study has made with diagnostic test using  certainly of responden index method. The research design in this study using one group pretest-posttest design. Population in this research is all students of science major in state senior high school 2 in Pontianak. This study have found that implementation of text transformation giving effect significantly to reduce students’ misconception according Wilcoxon test (Z = -3,418, p = 0.01. However, this research is not finding corelation which is significantly between skill to make a note using text transformation and reduction of students’ misconception ( = 0.119, p = 0.490. The value of effect size in this research is 1.65.

Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education

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drs Maurice Schols

2012-01-01

Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge

Pedagogical Practice of Training Teachers in Elementary School and Social Impact

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Miraida Josefina-Linares

2016-01-01

Full Text Available In educational practice of training teachers of elementary school, in Venezuela, it emphasizes meaningful interactions in teaching learning process; which they do not always answer to the demands of reflexive educational practice to make teachers redefine their role, functions and learn training to their students. The objective of this research consists of assessing socio-educative contradictions of pedagogical practice of the training teachers in elementary school and its social impact. As a result of it, the training teachers achieved sensitization for its educative practical ; an organized and qualified plan of Learning Projects; going through three levels of training: low, middle and high, as well as, discreet transformations in way of thinking, feeling, and acting, corresponding with contexts.

Clinical education in private practice: an interdisciplinary project.

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Doubt, Lorna; Paterson, Margo; O'Riordan, Anne

2004-01-01

Education of rehabilitation professionals traditionally has occurred in acute care hospitals, rehabilitation centres, and other publicly funded institutions, but increasing numbers of rehabilitation professionals are now working in the community in private agencies and clinics. These privately owned clinics and community agencies represent underutilized resources for the clinical training of students. Historically, private practitioners have been less likely to participate in clinical education because of concerns over patient satisfaction and quality of care, workload, costs, and liability. Through a program funded by the Ministry of Health of Ontario, we conducted a series of interviews and focus groups with private practitioners, which identified that several incentives could potentially increase the numbers of clinical placements in private practices, including participation in the development of student learning objectives related to private practice, professional recognition, and improved relationships with the university departments. Placement in private practices can afford students skills in administration, business management, marketing and promotion, resource development, research, consulting, networking, and medical-legal assessments and processes. This paper presents a discussion of clinical education issues from the perspective of private practitioners, based on the findings of a clinical education project undertaken at Queen's University, Kingston, Ontario, and previous literature.