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Taringa, Nisbert, and Clifford Mushishi. "Mainline Christianity and Gender in Zimbabwe." Fieldwork in Religion 10, no. 2 (March 29, 2016): 173–89. http://dx.doi.org/10.1558/firn.v10i2.20267.
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This research aimed to find out the actual situation on the ground regarding what mainline Christianity is actually doing in confronting or conforming to biblical and cultural norms regarding the role and position of women in their denominations. It is based on six mainline churches. This field research reveals that it may not be enough to concentrate on gender in missionary religions such as Christianity, without paying attention to the base culture: African traditional religio-culture which informs most people who are now Christians. It also illuminates how the churches are actually acting to break free of the oppressive biblical traditions and bringing about changes regarding the status of women in their churches. In some cases women are now being given more active roles in the churches, but on the other hand are still bound at home by an oppressive traditional Shona patriarchal culture and customs. Through a hybrid qualitative research design combining phenomenology and case study, what we are referring to as phenomenological case study, we argue that Christianity is a stimulus to change, an impetus to revolution, and a grounding for dignity and justice that supports and fosters gender equity efforts.
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Chimbi, Godsend T., and Loyiso C. Jita. "Willing but Unable? Teachers’ Sense-making of Curriculum-reform Policy in the Early Implementation Stage." Pedagogika 135, no. 3 (December 1, 2019): 52–70. http://dx.doi.org/10.15823/p.2019.135.3.
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This paper explores how history teachers in Zimbabwe interpret the new curriculum policy and how their understanding influenced the implementation of the new reforms. Using a qualitative multiple-case study of history teachers data were collected through document analysis, in-depth interviews and extensive non-participatory lesson observations. Results seem to challenge the traditional view that teachers are naturally resistant to change and are saboteurs who tend to undermine reform proposals. Instead teachers need to be empowered on how to implement the envisaged changes.
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Baum, Tom. "Introducing educational innovation in hospitality studies: a case study in practical curriculum change." International Journal of Hospitality Management 6, no. 2 (January 1987): 97–102. http://dx.doi.org/10.1016/0278-4319(87)90022-3.
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Bresler, Liora. "Traditions and change across the arts: Case studies of arts education." International Journal of Music Education os-27, no. 1 (May 1996): 24–35. http://dx.doi.org/10.1177/025576149602700104.
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This study describes the operational curriculum of arts education (visual arts, music, dance and drama education) in two elementary schools, using a qualitative, case-study methodology. The paper presents four orientations of arts education: (a) the Social orientation (arts as community builder); (b) the Subservient to academics orientation; (c) the Affective orientation; (d) the Discipline-based orientation. To understand the roles that the arts serve in the school, one needs to examine larger contexts including the goals and ideology of the school, and teachers’ beliefs. An examination of these roles reveals tensions between the traditional functions of the school arts and the push for curricular change in the scholarly literature and state departments of education.
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Chigavazira, Tendai, and Horácio Lucas Zandamela. "Behaviour Change in Drought Response and Management: Case Study of Mudzi District, Zimbabwe." Journal of Public Administration and Governance 11, no. 2 (June 16, 2021): 294. http://dx.doi.org/10.5296/jpag.v11i2.18574.
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This paper seeks to contribute to the droughts discourse through explaining the vulnerability of women to droughts by analysing the different livelihood strategies employed by women and their responses. The conservation of resources (COR) theory and ecological theory was applied to understand the issues of vulnerability, adaptation and coping with droughts. A qualitative approach was utilised through the application of semi-structured interviews, observation and document review tools. Although the element of behavioural change is illuminated in the behavioural theories and applied in some studies such as HIV and AIDS, this element is missing in the drought literature. In this paper, the behavioural change element that emerged is not only important but also relevant in understanding the dynamics associated with drought responses. This generates a novice understanding and explanation of the vulnerability of women to droughts and in so doing, it shapes the drought discourse beyond the traditional arena.
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Endicott, Michele. "Peer-Mediated Professional Learning: Case Studies of Teacher Networks Responding Collaboratively to Imposed Curriculum Change." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 11 (2007): 83–92. http://dx.doi.org/10.18848/1447-9524/cgp/v06i11/50309.
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Katsande, Tapiwa Emmanuel. "Vocational Education and Training in Rural Zimbabwe: Attitudes and Opinions of Students, Teachers and Education Inspectors: The Case of Murewa District." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 12–29. http://dx.doi.org/10.22610/jevr.v7i3.1412.
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The 2008 global economic crisis has seen young people’s career and employment prospects dwindle, particularly for those based in rural areas. Governments in both industrialised and developing countries are considering vocational education reform to meet nations’ employment and economic needs. Despite renewed interest in VET, the sentiments of students and teachers remain largely unexplored. This study investigated the views and attitudes of students, teachers and education inspectors towards VET in rural Zimbabwe. The findings revealed divergent views. It emerged that most students did not necessarily have negative views of VET, but they were put off by the low status, lack of choice and the lacklustre delivery of VET. Teachers and students alike were sceptical about the role of VET in securing employment. This study will contribute to the on-going review of Zimbabwe’s education system and will inform school managers and policy makers on curriculum development and culture change in rural communities and schools.
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Ishii, Yuri. "The politics of curriculum change in Japan: a case study of the introduction of Seikatsuka [Life Environment Studies]." Journal of Education Policy 13, no. 1 (January 1998): 27–40. http://dx.doi.org/10.1080/0268093980130103.
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Maramura, Tafadzwa Clementine, Dovhani Reckson Thakhathi, and Happy Mathew Tirivangasi. "Women and Economic Production: Towards Sustainable Livelihoods in Zimbabwe." International Journal of Criminology and Sociology 10 (July 29, 2021): 1256–66. http://dx.doi.org/10.6000/1929-4409.2021.10.145.
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Persistent drought and economic collapse in Zimbabwe have seen most, if not all, rural women shifting from the receiving end to the giving end. Rural women have since initiated several livelihood activities to make ends meet, as they are the most vulnerable whenever they are left to look after children at home. The paper aims to examine rural livelihoods and how they contribute to economic production in Ward 5 of Bikita district. A mixed design in the form of a case study was employed in this study. Systematic random sampling was used to select 40 households, which provided data for the study out of 409 households in Ward 5. The study used questionnaires and semi-structured interviews as data collecting instruments. Several livelihood activities were noted in the ward including seasonal farming, gardening, community-based and money lending and saving schemes (fushai), informal trading, and petty trading as selling thatch grass and firewood, among others. However, climate change and drought, economic crisis, lack of capital and poor soils and poor farming methods were some of the constraints faced in rural livelihoods. The paper concludes with several recommendations for eradicating rural livelihood challenges.
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Mabry, Linda, and Laura Ettinger. "Supporting Community-Oriented Educational Change." education policy analysis archives 7 (April 13, 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.
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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.
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Weiss, Marie, Matthias Barth, and Henrik von Wehrden. "The patterns of curriculum change processes that embed sustainability in higher education institutions." Sustainability Science 16, no. 5 (June 18, 2021): 1579–93. http://dx.doi.org/10.1007/s11625-021-00984-1.
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AbstractImplementing education for sustainable development (ESD) in higher education institutions (HEIs) is critical to facilitating a transition toward sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in HEIs. This meta-study and cluster analysis uses 131 international case studies to shed light on six distinct implementation patterns: (1) collaborative paradigm change, (2) bottom-up, evolving institutional change, (3) top-down, mandated institutional change, (4) externally driven initiatives, (5) isolated initiatives, and (6) limited institutional change. A cluster comparison reveals two distinct implementation phases: ESD can be implemented from the bottom-up, from the top-down, or both, and the impetus can stem from manifold external or internal stakeholders. To achieve more comprehensive ESD implementation, open communication among all stakeholders should be facilitated and feedback as well as reflection encouraged. Maintaining a unified vision statement and active participation of all stakeholders fosters a sense of ownership in ESD implementation and ensures that it will be long-lasting. Collaboration between isolated ESD initiatives and various stakeholders leads to shared knowledge and resources. Strong informal collaboration and communication can compensate for a lack of formalized leadership support from the top. Moreover, thorough planning that involves creating a strategy with detailed steps, and balancing shared responsibilities among internal stakeholders further enables fuller implementation of ESD. This analysis represents a first synthesis of small-N case studies and facilitates a better understanding of sustainability curriculum implementation patterns, which are shared in different contexts. Most HEIs and practitioners can benefit from these findings by reflecting on the specific implementation pattern with which the most overlap is found and focusing on this pattern’s most pertinent drivers.
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Stern, Erin, Susi McGhee, Gemma Ferguson, and Cari Jo Clark. "A comparative case study of couples programming to support relationship quality in Nepal and Rwanda." Journal of Social and Personal Relationships 37, no. 2 (August 1, 2019): 393–413. http://dx.doi.org/10.1177/0265407519867466.
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Although intimate partner violence (IPV) is the most common form of violence against women, there is limited understanding of best practices to prevent IPV through working directly with couples and supporting quality of relationships. There are valid concerns of safely conducting research and programming with couples. Yet couples programming responds to the fact that many couples may want to stay together but require support and skills to manage violence. This article compares evaluation data of two programs in Nepal and Rwanda that worked with couples to support relationship quality. The Indashyikirwa program in Rwanda implemented a 5-month curriculum with couples to support equitable, nonviolent relationships. Approximately 25% of trained partners of couples were further supported as community activists for an additional 2 years. Change Starts at Home in Nepal implemented a 9-month couples’ curriculum to promote equitable and violence free relationships through fostering mutual respect and understanding, alongside a weekly radio program. The last 3 months of the curriculum focused on community outreach and awareness. This article draws on longitudinal qualitative interviews conducted separately with 28 partners of couples before, immediately after and 1 year following the couples’ curriculum in Rwanda, and with 36 partners of couples before, 6 months into the curriculum, and at the end of the intervention in Nepal. Thematic analysis of couples’ accounts was conducted and compared across the two studies. Despite the different interventions and settings, the cross-comparative analysis suggests similar pathways of change among couples, including enhanced relationship quality and skills as mediators to prevent IPV. This article considers how both programs supported greater communication and conflict resolution skills and a sense of unity and shared power among couples. The findings suggest the value of couples programming within the context of an enabling environment, highly trained facilitators, and strong referral networks.
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SUE ENGLERT, CAROL, and KATHI L. TARRANT. "Creating Collaborative Cultures for Educational Change." Remedial and Special Education 16, no. 6 (November 1995): 325–36. http://dx.doi.org/10.1177/074193259501600602.
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Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.
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Butt, Muqaddas, Shumaila Mahmood, and Tanzeela Urooj. "CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD." March 2021 37, no. 01 (March 30, 2021): 55–70. http://dx.doi.org/10.51380/gujr-37-01-06.
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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.
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Lørup, Jens Kristian, Jens Christian Refsgaard, and Dominic Mazvimavi. "Assessing the effect of land use change on catchment runoff by combined use of statistical tests and hydrological modelling: Case studies from Zimbabwe." Journal of Hydrology 205, no. 3-4 (March 1998): 147–63. http://dx.doi.org/10.1016/s0168-1176(97)00311-9.
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Dhaheri, Hissa Al. "Women and Nation Building: The Case of the United Arab Emirates." Hawwa 7, no. 3 (2009): 271–302. http://dx.doi.org/10.1163/156920709x12579112681846.
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AbstractThe newly formed United Arab Emirates appears to be making strides towards the empowerment of women, with women becoming visible in public roles—particularly as professional broadcasters in the media and high-ranking ministers in government posts. However, some evidence suggests that in reality, the progress of women may be a patriarchal image created merely for the sake of appearances as part of the emerging nation's political agenda that seeks to convey the image of a 'modern' state. Fundamentally laws are still biased against women and the education system is still embedding gender bias into the minds of youths via the nation's core curriculum. On the positive side, those visible roles given to women as part of nation-state building and cultural identity projects cannot fail to lead to changes in the social perception of women. However, the fear is that the more the state focuses on creating an image; real change at the grass roots level will be sidelined.
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Saidi, Umali. "BaTonga Culture: A Rich Heritage." DANDE Journal of Social Sciences and Communication 2, no. 1 (January 1, 2017): 45–60. http://dx.doi.org/10.15641/dande.v2i1.40.
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There is a tendency in which so called ‘developed’ ethnic groups, given their economic, political and social advantage placing them at the ‘center’, are the chanters of development even for the groups considered to be at the periphery. Ironically, in heritage terms, so called marginalized groups have had much of their heritage less contaminated by forces of modernity as has been the case with much of the BaTonga culture. This article explores the BaTonga culture and heritage as the Zimbabwean aquaculture from which its consumption, preservation and use can benefit other ethical groups in the country. Using results from studies by Saidi (2016a) as well as complementary studies by Mashingaidze (2013) and Ndlovu (2013), this article establishes the richness of BaTonga culture which subsequently feeds the rich Zimbabwe multicultural heritage. The article argues that heritage utilization reflects the active participation of its owners pointing to the character of the culture making heritage management a priority for any African country seeking its true identity. Further, the article argues that a rich heritage is a shared commodity regardless of ethnic-specific dichotomies in oriented communities like Zimbabwe. Given this basis, the article shows that public spaces, media and the education curriculum are expected to uphold and incorporate all aspects of heritage such as BaTonga cultural realities in order to foster tolerance, acceptance as well as visibility and ultimately cultural and economic development of all ethnic groups in nation building.
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Islam, Tazul, and Tareq M. Zayed. "Aspiration to enrol children in Islamic studies: a case of academicians." Journal for Multicultural Education 10, no. 4 (November 14, 2016): 435–48. http://dx.doi.org/10.1108/jme-12-2014-0043.
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Purpose A preliminary observation reveals that children of Islamic studies (IS) academicians do not choose IS as their career discipline. In view of this, this paper aims to explore the dimensions of parental attitudes, behaviours, perceptions and aspirations in seeing a future in IS for their children. Design/methodology/approach Fifteen interviews were conducted to explore the attitude of IS academicians. Findings led us to hypothesize that perceived social recognition explains the maximum variance. Later, 126 academicians were surveyed. Findings Results of regression analysis rejected the null hypothesis. The parental attitude of IS academicians, their engagement and perceived social recognition significantly predicted their aspiration in enrolling their children in IS. The regression model explained 64 per cent of total variance accounted for IS academicians’ career aspirations for their children. This study suggests investigating the socio-cultural and geographical impact on the career aspirations of IS academicians for their children. Originality/value The findings and results of the study can contribute to educational counselling to guide the counsellors. Further study on this issue may reveal whether IS academicians have plans to modify the curriculum or change their socio-economic status. It should also be examined whether they are doing so as a part of their implicit or explicit strategy.
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Budianto, Pauw, and Noviana Laurencia. "Keterkaitan New HSK dan Kurikulum Bahasa Mandarin di Perguruan Tinggi." Lingua Cultura 8, no. 1 (May 31, 2014): 16. http://dx.doi.org/10.21512/lc.v8i1.437.
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This research is to find out the correlation between the New HSK (Hanyu Shuiping Kaoshi)/International Mandarin Proficiency Test and the Mandarin Skill Curriculum in higher education in Indonesia, with case study at Chinese Department of Maranatha Christian University Bandung. Methods used in this research are survey and literature studies, with quantitative and qualitative analytic description. The results show that New HSK could be used as achievement tests for students of Chinese Department at each level of study. Besides, New HSK could also be one of measurement tools for curriculum needs analysis, which means that the change of students’ achievements in New HSK would decide the adjustments of the Mandarin skill curriculum at whole.
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Mollaeva, Elza Alipasha. "Gender Stereotypes and the Role of Women in Higher Education (Azerbaijan Case Study)." Education and Urban Society 50, no. 8 (July 13, 2017): 747–63. http://dx.doi.org/10.1177/0013124517713613.
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Gender stereotypes are common among students of both sexes and among the teachers and students’ family environment. In addition to communication processes, they are manifested in the phenomenon of gender-based division of learning and the hidden curriculum. In developing countries, the problem of access to higher education is also unsolved, not only because of socioeconomic reasons but also because of psychological reasons—devaluation of education and professional potential of women. These factors have a negative influence on social and economic processes in general. The study of gender stereotypes is the foundation for strategies’ development to overcome gender inequality and implementing a model of gender parity (egalitarian model). This model assumes that the change must take place on both sides: the impact on people’s behavior by laws prohibiting discrimination, providing financial support and openings for women students; and changes in belief prevailing in the society by initiating discussions in media, educational institutions, and community organizations with a reasoned positioning of gender equality importance.
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Hart, Lynn C. "Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses." Teaching Children Mathematics 13, no. 4 (November 2006): 211–15. http://dx.doi.org/10.5951/tcm.13.4.0211.
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Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.
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Mukute, Mutizwa, Kuda Mudokwani, Georgina McAllister, and Kefasi Nyikahadzoi. "Exploring the Potential of Developmental Work Research and Change Laboratory to Support Sustainability Transformations: A Case Study of Organic Agriculture in Zimbabwe." Mind, Culture, and Activity 25, no. 3 (May 10, 2018): 229–46. http://dx.doi.org/10.1080/10749039.2018.1451542.
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McAllister, Georgina, and Julia Wright. "Agroecology as a Practice-Based Tool for Peacebuilding in Fragile Environments? Three Stories from Rural Zimbabwe." Sustainability 11, no. 3 (February 2, 2019): 790. http://dx.doi.org/10.3390/su11030790.
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This paper investigates how transformative agroecology may contribute to the critical reframing of social–ecological relationships, and how this might in turn create a foundation for bottom-up peace formation in fragile environments, within which rural communities are often habituated to conditions of control, violence and mistrust that drive social division. Here, we consider the value of social farming in reforging relationships through which social–ecological change may be negotiated and alternative sources of agency and identity may be cultivated in order to transcend entrenched patterns of division. Three case studies are presented, drawing on primary data from participatory action research with farming communities in Zimbabwe that also consider the differential attitudes and experiences of agroecological and conventional farmers. The study finds that, where agroecological farmers were exposed to more plural ways of thinking, being and acting together, levels of autonomy from coercive structures were increasing, as were both a sense of efficacy and optimism to effect social–ecological change. This was particularly pronounced where collective processes to shape physical landscapes were forging bonds of solidarity, reciprocity and trust. In these cases, agroecological farmers were increasingly able to envisage a future together shaped by collective endeavour, evidenced by changing attitudes and relationships with one another and their environment. The paper explores the extent to which farmers in each location were able to instrumentalise resilience and agency for everyday peace, and the variances found according to historical context and local power dynamics that represent barriers to change.
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Belkayali, Nur. "Effective use of water in the landscape architecture curriculum." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 98–104. http://dx.doi.org/10.18844/prosoc.v4i6.2918.
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Water is an indispensable life source for all living creatures, and such a vital source is being increasingly polluted and running out due to lack of effective use. Aridity is on the rise due to water cycle issues caused by global warming and, as such, water is becoming more and more a limited resource for the future. Necessary measures should be taken immediately to prevent this outcome. Training and awareness raising campaigns for effective use of water play a significant role in this respect. Striving to ensure the sustainable use of natural resources for improving the living quality of humans, landscape architects take various courses on the effective use of water throughout their education from the preservation, planning, design and management aspects of such endeavor. Topics such as xeriscape landscape designs, effective irrigation methods, choice of right vegetation, effective use of water resources and assessment of water resources on ecological level are considered to be significant elements of landscaping studies in tackling water scarcity issues brought on global warming and aridity. The present study aims to emphasise the place and significance of landscape architects and landscape architecture, as an academic study, in tackling the issue of water scarcity, which is an important issue on a global scale. With this aim in mind, the courses and syllabuses concerning the effective use of water included in the landscape architecture programs teach in both Turkey and around the world have been identified. The case studies on the effective use of water resources in Turkey and elsewhere have been studied and the things to be done in this respect have been presented. Keywords: Water, climate change, xeriscape landscaping, landscape architecture programs.
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White, Mathew A. "A Decade of Positive Education and Implications for Initial Teacher Education: A Narrative Review Teacher Education: A Narrative Review." Australian Journal of Teacher Education 46, no. 3 (March 2021): 74–90. http://dx.doi.org/10.14221/ajte.2021v46n3.5.
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This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education—a growing international change initiative—in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009–2014 and 2015–2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; but, the term may be too narrow. Finally, the review recommends adopting the more inclusive term wellbeing education. This term may guide future research of culturally diverse case studies, thereby supporting the greater integration of wellbeing science with teaching theory and practise in initial teacher education.
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Thebe, Vusilizwe. "THE COMPLEX DYNAMICS OF LAND IN MIGRANT LABOUR SOCIETIES: WHO NEEDS LAND FOR AGRICULTURE?" Journal of Asian Rural Studies 2, no. 2 (July 10, 2018): 132. http://dx.doi.org/10.20956/jars.v2i2.1404.
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The agricultural modernisation narrative has been a central assumption of rural development since the mid-twentieth century, and more recently, the land reforms currently underway in Southern Africa. The narrative emphasises the viable use of land, defined in this case through agricultural productivity and market oriented production. The main contention of this paper is that such a focus undermines the rural socio-economic structure inherent in certain rural societies, which emerge through negotiations and compromises as societies change. It draws on data from studies in Lesotho and rural Zimbabwe that shows that rural households do not only hold land for agricultural purposes, but would hold onto land for security beyond mere agriculture production. It particularly emphasises the complex relationship between households and land, complex land needs and landholding patterns. As way of conclusion, it cautions against enforcing a peasant path on rural society through agriculture-based interventions.
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Allenbaugh, Jill, Carla Spagnoletti, and Kathryn Berlacher. "Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education." Journal of Graduate Medical Education 11, no. 2 (April 1, 2019): 196–201. http://dx.doi.org/10.4300/jgme-d-18-00543.1.
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ABSTRACT Background The flipped classroom is designed to reinvigorate education and utilizes “at-home” time to learn concepts and “in-class” time for clinical application. While some studies have shown positive effects of the flipped classroom in undergraduate medical education, there is a paucity of data on its use in graduate medical education. Objective We hypothesized that a flipped classroom curriculum of Medical Knowledge Self-Assessment Program (MKSAP) content with group case discussions could improve resident knowledge and preparedness in cardiology. Methods Ninety-eight internal medicine residents who rotated on the inpatient cardiology service from March to October 2017 were quasi-randomized into control and intervention groups, with the intervention group assigned MKSAP readings and cases to review on their own, accompanied by weekly case discussion. Pre-post surveys evaluated for change in knowledge and preparedness, quantity of teaching received, and use of MKSAP. Results A total of 93 of 98 residents (95%) participated in the curriculum. There were 37 of 51 residents (73%) in the control group and 37 of 47 residents (79%) in the intervention group who responded to pre-post assessments. In paired analysis, knowledge score did not improve significantly between the groups, nor did self-reported preparedness, number of teaching sessions per week, or reported MKSAP use. However, all participants had positive perceptions of the curriculum, and the majority felt it should be continued. Conclusions This flipped classroom curriculum did not affect knowledge, preparedness, or number of teaching sessions for internal medicine residents on a cardiology rotation when compared to usual teaching, although residents experiencing the new model expressed high satisfaction.
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Deng, Shiping. "Exploration of Teacher Agency in the Implementation of the ESP Language Education Policy in a Chinese University." Theory and Practice in Language Studies 11, no. 3 (March 1, 2021): 302. http://dx.doi.org/10.17507/tpls.1103.10.
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This case study investigates language teacher agency in the context of ESP curriculum reform in a Chinese university. Data collected from classroom observations and semi-structured interviews with both teachers and students from five ESP classes are analyzed by conducting a thorough thematic analysis. It is revealed that instead of following the national curriculum and institutional requirements, language teachers as policy arbiters make their own implicit policies which are creating spaces for their own discourses, and in this sense, they are “adjusting” the curriculum policy rather than “implementing” it. Teachers’ academic background, their views on the nature of language learning, their profound distrust of the efficacy of ESP courses, and students’ explicit performance are the main causes of teachers’ actual resistance to the policy. Unlike previous studies of teacher agency, an analysis of students’ needs and implicit discourses indicates that teachers’ agency excised through their hidden agenda may turn out to be a defense of their unwillingness to change, to the detriment of students’ academic performance. This study then suggests that policymakers should notice the negative side of teacher agency and stresses the necessity of a bottom-up survey on teachers’ ideologies in the implementation of a language education policy, and argues that creating spaces for negotiating and adjusting the policy at the instructional level, and offering effective teacher education programs are the key to the enactment of the national curriculum.
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Al Ojaimi, Mode, Megan Khairallah, Rayya Younes, Sara Salloum, and Ghania Zgheib. "National Board of Medical Examiners and Curriculum Change: What Do Scores Tell Us? A Case Study at the University of Balamand Medical School." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052092506. http://dx.doi.org/10.1177/2382120520925062.
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Objectives: This study describes the results of NBME (National Board of Medical Examiners) implementation in Balamand Medical School (BMS) from 2015 to 2019, after major curricular changes were introduced as of 2012. BMS students’ performance was compared with the international USMLE step 1 (United States Medical Licensing Examination, herein referred to as step 1) cohorts’ performances. The BMS students’ NBME results were analyzed over the successive academic years to assess the impact of the serial curricular changes that were implemented. Methods: This longitudinal study describes the performance of BMS preclinical second year medicine (Med II) students on all their NBME exams over 4 academic years starting 2015-2016 to 2018-2019. These scores were compared with the step 1 comparison group scores using item difficulty. The t test was computed for each of the NBME exams to check whether the scores’ differences were significant. Results: Results revealed that all BMS cohorts scored lower than the international USMLE step 1 comparison cohorts in all disciplines across the 4 academic years except Psychiatry. However, the results were progressively approaching step 1 results, and the difference between step 1 scores and BMS students’ NBME scores became closer and not significant as of year 4. Conclusions: The results of the study are promising. They show that the serial curricular changes enabled BMS Med II students’ scores to reach the international cohorts’ scores after 4 academic years. Moreover, the absence of statistical difference between cohort 4 scores and step 1 cohorts is not module dependent and applies to all clinical modules. Further studies should be conducted to assess whether the results obtained for cohort 4 can be maintained.
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McDuff, Nona, Annie Hughes, John Tatam, Elizabeth Morrow, and Fiona Ross. "Improving equality of opportunity in higher education through the adoption of an Inclusive Curriculum Framework." Widening Participation and Lifelong Learning 22, no. 2 (July 1, 2020): 83–121. http://dx.doi.org/10.5456/wpll.22.2.83.
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Within higher education, inclusion of students from diverse nations, socioeconomic, ethnic and cultural backgrounds is vital for social mobility and economic development. Despite some international successes in widening participation, inequalities in student experiences and differentials in degree attainment for traditionally underrepresented groups, remain a major challenge. Institutional approaches to inclusion that value diversity as an inherent source of learning are underdeveloped. This paper adds theoretical insights and evidence to the debate on inclusive curricula by showing the benefits of institutional change through a strategic approach and innovation in practice (case studies). We argue that the Inclusive Curriculum Framework (ICF), underpinned by core principles of inclusion, can enhance equality of opportunity all the way through the student journey. The paper innovatively and rigorously bridges theory and practice in relation to inclusivity in learning and teaching and student success. It describes early and positive impact at Kingston University, adoption and spread in other institutions in England and potential international relevance.
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Toh, Glenn. "Provocative encounters reflecting struggles with change: Power and coercion in a Japanese university situation." Policy Futures in Education 15, no. 4 (April 26, 2017): 512–25. http://dx.doi.org/10.1177/1478210317705738.
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This article examines a case of what Olssen et al. (2004) call ‘managerial oppression’ set in a faculty of international studies of a Japanese university. Japanese universities have, in recent times, been facing the financial pressures of a falling birthrate and dwindling enrolments. To remain solvent, some universities have had to reinvent their curriculum in the hope of attracting students. Institutional renewal, as will be noted, does not occur without accompanying complications relating to power and politics. In the present case, these complications are attributable to tensions created within an ideological dialectic of openness and closedness ( Peters and Roberts, 2012 ) as universities face the dilemmas of globalization alongside the endurance of conservative mercantilist philosophies traceable to policies set during Japan’s post-war occupation by Allied forces. Through a critical examination of a series of instances of bullying and coercion, I seek in this article to argue that bullying and coercion are not random or idiosyncratic but are instead embedded in larger socio-political epistemologies that impinge on education and influence the way institutional agendas and managerialist decisions can adversely affect or defile human behavior. In this way, I seek not only to make a contribution to current understandings of language policy, ideology, power and higher education in Japan, but more uniquely, to establish a connection between ideological closed mindedness, corporate managerialism and acts of institutionalized bullying and coercion.
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Cabrera Di Piramo, Carolina, and Silvina Cordero Protto. "La trama del cambio curricular en las universidades: Una reconstrucción de la Biología y la Física en el Uruguay de fin de siglo XX." education policy analysis archives 29 (June 14, 2021): 84. http://dx.doi.org/10.14507/epaa.29.5660.
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Focused on curriculum studies within the higher education (HE) field of knowledge, this paper aims to analyze and discuss factors and processes that operate in curricular changes at the university level. We start from conceiving the curriculum critically, as a result of power struggles and disputes where some actors gain ground and others lose it, and frame ourselves in the organizational perspective of the HE to investigate the institutional and disciplinary elements that weave the plot of these processes. We focused on the study of the case of bachelor courses in Biology and Physics in Uruguay between 1985 and 1995. Throughout the investigated decade, two curricular changes took place in the analyzed disciplines, anchored in two different Faculties of the same university. In regional, national and local frameworks, the joint effect of the institutional arena and the evolution of the disciplines in question gave these processes of change different and particular features. Thus, incremental changes were taking place, which consolidated certain sectors in power, bearing a particular vision of training in these areas of knowledge.
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Mead, Taryn, Carlie Pietsch, Victoria Matthew, Surbhi Lipkin-Moore, Ellen Metzger, Ilya V. Avdeev, and Nancy J. Ruzycki. "Leveraging a Community of Practice to Build Faculty Resilience and Support Innovations in Teaching during a Time of Crisis." Sustainability 13, no. 18 (September 11, 2021): 10172. http://dx.doi.org/10.3390/su131810172.
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Amidst the COVID-19 upheaval to higher education, a grantor-led community of practice (CoP) supported faculty members to deliver an innovative, sustainability-oriented entrepreneurship curriculum and maintain resiliency as teaching professionals. This paper discusses how through engagement in the CoP, this group of faculty from across engineering, material science, business, and geosciences demonstrated resilience, adaptability, and pivoted to create curriculum for students in real time, as the events of the COVID-19 pandemic unfolded throughout 2020 and impacted face-to-face learning. The role the community of practice played in sustaining and supporting the faculty will be discussed. Case studies from faculty members will demonstrate how sustainable design and social responsibility can be integrated into entrepreneurially focused classes and student experiences across disciplines. The primary contribution of this research is the important role that an emergent learning framework can play in informing how best to optimize the CoP format and approach in a way that leverages and addresses individual member strengths, challenges, and experiences, and supports the needs of CoP members during a time of significant change and crisis.
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Yumagulova, Lilia, Darlene Yellow Old Woman-Munro, Casey Gabriel, Mia Francis, Sandy Henry, Astokomii Smith, and Julia Ostertag. "Preparing Our Home by reclaiming resilience." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (July 9, 2020): 138–55. http://dx.doi.org/10.7577/njcie.3626.
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Indigenous communities in Canada are faced with a disproportionate risk of disasters and climate change (CIER, 2008). Indigenous communities in Canada are also at the forefront of climate change adaptation and resilience solutions. One program in Canada that aids in decolonizing curriculum for reclaiming resilience in Indigenous communities is Preparing Our Home (POH). Drawing on three POH case studies, this article seeks to answer the following question: How can community-led decolonial educational processes help reclaim Indigenous youth and community resilience? The three communities that held POH workshops, which this article draws upon, include: The Líľwat Nation, where Canada’s first youth-led community-based POH Home curriculum was developed at the Xet̓ólacw Community School; The Siksika Nation, where the workshop engaged youth with experienced instructors and Elders to enhance culturally informed community preparedness through actionable outcomes by developing a curriculum that focused on hazard identification, First Aid, and traditional food preservation; and Akwesasne Mohawk Nation, where political leaders, community members, and community emergency personnel gathered together to discuss emergency preparedness, hazard awareness and ways to rediscover resilience. The participants shared their lived experiences, stories, and knowledge to explore community strengths and weaknesses and community reaction and resilience. The article concludes with a discussion section, key lessons learned in these communities, and recommendations for developing Indigenous community-led curricula. These recommendations include the importance of Indigenous Knowledge, intergenerational learning, land-based learning, participatory methodologies, and the role of traditional language for community resilience. We contribute to the Indigenous education literature by providing specific examples of community-owned curricula that move beyond decolonial education to Indigenous knowledges and experiences sharing, owned by the people and led by the community.
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Weiss, Marie, and Matthias Barth. "Global research landscape of sustainability curricula implementation in higher education." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 570–89. http://dx.doi.org/10.1108/ijshe-10-2018-0190.
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Purpose This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the “Western world” is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.
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Pan, Jian. "Requirement Analysis on Sports Equipment Information System Based on UML." Applied Mechanics and Materials 543-547 (March 2014): 4718–21. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4718.
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Sports equipment is an important university teaching resources for physical education curriculum plays an active role in promoting. With the development of information technology and building sports equipment management information system is to change the status quo of sports equipment only way. Requirements analysis is an important phase of the software development process, this paper based on preliminary research, needs analysis based on UML. First, research requirement analyze and relevant issues with UML, including requirements analysis process, requirement analysis method, through use cases to capture system requirements in the process, etc.; then, studies use case modeling, build a sports equipment and information systems use case modeling diagram, and each participant interaction described in detail. Contents of this article, to build sports equipment information system, thereby strengthening the management of sports equipment, construction and other aspects of digital campus is of great significance.
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Ayali, Keren Ketko, and Muşata Bocoş. "Practical Five-Level Model for Activist Pedagogy and Promoting Active Citizenship: Film Study in Israel as a Test Case." Educatia 21, no. 19 (December 19, 2020): 73–83. http://dx.doi.org/10.24193/ed21.2020.19.09.
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This article presents a practical applicable model for teachers in all high school subjects who chose the teaching profession to educate future generations using activist teaching promoting active citizenship and a progressive liberal world view. The five-level model addressing the activist pedagogy practice developed in the 21st century, helps empower and develop teachers’ professional abilities operating in education as social change agents. The model was developed as part of broad research into the need to train teachers using the activist pedagogical approach. The study emphasizes the model's significant contribution to learning teaching skills to promote socio-political awareness in the activist approach developed in light of contemporary pedagogy promoting active citizenship. The article details all model stages and curriculum in high school film studies as a test case. Film studies began with seven film courses as a unique study system in 1992 and reached 400 courses in 2019, as part of mainstream studies in both the Arts and Social Division at the Israeli Ministry of Education, a meteoric growth of about 15 film courses per year. The article is based on interview analysis including an interview with a film study inspector who was among the founders of film studies in Israel, documents, literature review and researcher’s experience in the field. By revealing the practical and applicable model for teaching and learning using the activist pedagogical approach, the study proposes innovative theoretical conceptualization of a film educational program which has been in operation for thirty years.
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Hodson, Derek. "Going Beyond STS Education: Building a Curriculum for Sociopolitical Activism." Canadian Journal of Science, Mathematics and Technology Education 20, no. 4 (December 2020): 592–622. http://dx.doi.org/10.1007/s42330-020-00114-6.
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AbstractThe focus of this paper is on the Science-Technology-Society (STS) initiative, developed in the 1980s, subsequently expanded to STSE to acknowledge environmental concerns and later expanded further to include the provision of opportunities for students to confront socioscientific issues (SSI), often of a controversial and certainly of a topical nature.The article focuses on the key issues that need to be addressed in building such a curriculum, including selection of appropriate SSI, ensuring access to the necessary scientific knowledge, developing the necessary media literacy to access other material relevant to the issues, fostering the political awareness needed for critical interpretation of issues and building the ethical understanding needed to address the complex issues raised by controversial SSI. Teachers introducing SSI into the curriculum need to be sensitive to the profound emotions that can be generated among students encountering controversial issues for the first time. An understanding of emotional intelligence, emotional literacy and emotional competence is essential, and building students’ capacities in these matters is crucial to helping them deal with potentially stressful and disconcerting learning situations that will inevitably arise.I argue that a curriculum to build students’ capacity for sociopolitical action on SSI can be developed through a 4-stage model: (1) appreciating the societal and environmental impact of scientific and technological change, and recognizing that science and technology are, to some extent, culturally determined; (2) recognizing that decisions about scientific and technological development are taken in pursuit of particular interests, that benefits accruing to some may be at the expense of others and that developments in science and technology are inextricably linked with the distribution of wealth and power; (3) addressing controversy, clarifying values, resolving ethical dilemmas, formulating and developing one’s own views and justifying them through discussion and argument; and (4) preparing for and taking action on socioscientific and environmental issues. Stage 4 is further divided into learning about action, learning through action and learning from action. Learning about action focuses on learning the skills and strategies of sociopolitical action through movies, biographies and autobiographies, case studies and simulations, role-play and dramatic reconstructions. Learning through action comprises direct involvement in action-oriented projects outside the classroom that are likely to have tangible outcomes and consequences.The prime purpose of this action-oriented approach to addressing complex and controversial SSI is to enable young citizens to look critically at the society we have and the values that sustain it, and to ask what can and should be changed in order to achieve a more socially just democracy and bring about more environmentally sustainable lifestyles. It almost goes without saying that teachers who introduce SSI into the curriculum need to be sensitive to the need to assist students in dealing with potentially stressful and disconcerting learning situations. It is here that notions of emotional intelligence, emotional literacy and emotional competence can be helpful. Furthermore, there are many reasons why the translation of this kind of curriculum rhetoric into practical action in real classrooms will be extraordinarily complex and difficult. Such a radical change in the nature of the school curriculum puts a whole raft of new demands on teachers; it challenges many of the assumptions on which schooling is traditionally based; it is predicated on a commitment to bringing about extensive and wide-ranging social change at local, regional, national and international levels.
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Sabouri, Taraneh, Chris Cale, Sunddip Panesar-Aguilar, and Michelle McCraney. "Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms." World Journal of Educational Research 8, no. 2 (March 14, 2021): p36. http://dx.doi.org/10.22158/wjer.v8n2p36.
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Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.
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Lyon, Liz, and Aaron Brenner. "Bridging the Data Talent Gap: Positioning the iSchool as an Agent for Change." International Journal of Digital Curation 10, no. 1 (March 18, 2015): 111–22. http://dx.doi.org/10.2218/ijdc.v10i1.349.
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This paper examines the role, functions and value of the “iSchool” as an agent of change in the data informatics and data curation arena. A brief background to the iSchool movement is given followed by a brief review of the data decade, which highlights key data trends from the iSchool perspective: open data and open science, big data and disciplinary data diversity. The growing emphasis on the shortage of data talent is noted and a family of data science roles identified. The paper moves on to describe three primary functions of iSchools: education, research intelligence and professional practice, which form the foundations of a new Capability Ramp Model. The model is illustrated by mini-case studies from the School of Information Sciences, University of Pittsburgh: the immersive (laboratory-based) component of two new Research Data Management and Research Data Infrastructures graduate courses, a new practice partnership with the University Library System centred on RDM, and the mapping of disciplinary data practice using the Community Capability Model Profile Tool. The paper closes with a look to the future and, based on the assertion that data is mission-critical for iSchools, some steps are proposed for the next data decade: moving data education programs into the mainstream core curriculum, adopting a translational data science perspective and strengthening engagement with the Research Data Alliance.
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Al Rawahi, Abdulhakeem, Sathiya Murthi Panchatcharam, and Sachin Jose. "Research Publications of the Oman Medical Specialty Board." Oman Medical Journal 36, no. 2 (March 14, 2021): e237-e237. http://dx.doi.org/10.5001/omj.2021.17.
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Objectives: To date, the quantity and the quality of research publications conducted within the Oman Medical Specialty Board (OMSB) have not been assessed. In this review, we sought to assess the quantity and quality of research publications affiliated with the OMSB. Methods: We retrieved data systematically from PubMed, Scopus, Web of Science, and Google Scholar. We searched all publications published until December 2018. Results: A total of 133 published articles affiliated with the OMSB were retrieved. Half of the publications were original studies, and 30.8% were case reports or series. Reviews and editorials represented 6.8% and 8.3%, respectively. Among the original studies, 79.4% were cross sectionals and 50.0% were retrospective in nature. Among the prospective studies, 58.8% were questionnaire-based surveys. The impact factors of the journals ranged between 0.82 and 4.40, except for one journal with an impact factor of 15.10. Conclusions: The quantity and quality of the publications from the OMSB is still low. However, training and policy change in the residency curriculum is key to improve the status.
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Albareda-Tiana, Sílvia, Esther García-González, Rocío Jiménez-Fontana, and Carmen Solís-Espallargas. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities." Sustainability 11, no. 18 (September 9, 2019): 4927. http://dx.doi.org/10.3390/su11184927.
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Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.
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Mulder, Karel F., Didac Ferrer, Jordi Segalas Coral, Olga Kordas, Eugene Nikiforovich, and Kateryna Pereverza. "Motivating students and lecturers for education in sustainable development." International Journal of Sustainability in Higher Education 16, no. 3 (May 5, 2015): 385–401. http://dx.doi.org/10.1108/ijshe-03-2014-0033.
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Purpose – This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be. Design/methodology/approach – The paper briefly reviews literature regarding behavioral change for long-term benefits. It identifies four motivators that could be effective to make people pursue longer-term objectives. It identifies if these motivators were present in five cases of successful SD education. Findings – The four motivators for students that were identified in the literature review (a sense of autonomy, a challenge of reflection on the future role, connection with others, self-fulfillment, focus on the individual learning need) could be observed in the cases of successful SD education, although to various degrees. Individual autonomy in learning was not observed, but group autonomy was present in all cases. Research limitations/implications – The case studies were all electives. It is unclear how the motivators could work out in mandatory courses. Moreover, the curriculum as a whole will affect the success of single courses. Successful courses being “the exception” of the curriculum might be judged differently if they would be part of the curriculum in which such courses would be the main stream. Further research is required to check if the motivators are effective in mandatory and not specifically SD-targeted courses. It is also not clear how various motivators could be applied most effectively in a curriculum. Practical implications – The paper gives guidance to lecturers and educational managers to design attractive and effective SD education. Originality/value – The paper treats SD education from a novel perspective: how to convey a credible behavioral message, and how to motivate students for education for SD.
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Shumway, Nathan M., and Erika J. Struble. "Prospective survey study regarding the implementation of new communication skills curriculum for medical oncology trainees." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): 9058. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.9058.
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9058 Background: After a diagnosis of cancer, many patients suffer from anxiety and distress from uncertainty of symptoms, treatments, and prognosis. Clinicians must recognize opportunities to explore concerns. This study assesses oncology trainees’ views about communication with cancer patients before (PRE) and after (POST) a 12 month curriculum. Methods: Medical oncology fellows were surveyed PRE and POST a communication curriculum consisting of case studies and 6 core lectures which included fundamentals, breaking bad news, transitions to palliative care, advanced care planning, conducting family conferences, and discussing treatment options and informed consent. A 5 point Likert-scale was used to measure fellows’ attitudes and comfort regarding communication PRE and POST with questions grouped according to core topics. (≤2 = trainee disagreement, 3=neutral opinion, and ≥ 4 indicated agreement). Results: PRE and POST surveys were completed by 11 and 8 trainees respectively. In PRE 100% felt communication skills were important and 63% believed these skills could be taught. 82% felt there was not enough time during most visits to address emotion. This decreased to 27% in POST. 18% PRE agreed they were comfortable recognizing coping mechanisms versus 100% POST. 45% felt comfortable eliciting values in PRE versus 87.5% POST. Only 1 fellow (9%) felt comfortable addressing futility in PRE versus 25% in POST. The median grouped score for fundamentals increased from 15 to 17 (p=0.016) and median grouped score for advance care plans and DNR increased from 11 to 13(p=0.026). Conclusions: There is a need to improve oncology communication skills. Our curriculum is just one approach. After intervention, the majority of fellows agreed there was enough time to address emotion and felt more comfortable recognizing coping mechanisms and eliciting values. Discussing futility remains difficult for our fellows. All fellows were more comfortable with fundamental communication skills and advance care plans after the curriculum. The extent the curriculum contributed to the change in survey results is unclear. Further research is needed to guide communication education of oncologists.
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Craw, Janita. "Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand." Journal of Pedagogy 6, no. 2 (December 1, 2015): 133–53. http://dx.doi.org/10.1515/jped-2015-0018.
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Abstract This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.
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Odera, Erica L. "Capturing the Added Value of Participatory Evaluation." American Journal of Evaluation 42, no. 2 (March 4, 2021): 201–20. http://dx.doi.org/10.1177/1098214020910265.
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Narrative case studies have shown that, when people are involved in an evaluation of a program they are part of, it can change how they experience the program. This study used a quasi-experiment to test this proposition empirically in the context a participatory action research curriculum called Youth as Researchers. Half of all Youth as Researcher groups engaged in a participatory evaluation (PE) of their program experience through writing reflective essays, creating their own evaluation questions, and conducting peer interviews. The other half served as control groups and did not engage in the PE activities. Pre-/posttest surveys and focus group data were used to assess differences among the experimental and control groups. Study results show that participants in the experiment had important differences in their experiences in the program as a result of participation in the evaluation. Implications for future practice and research are also explored.
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Rogers, D. J., and B. G. Williams. "Monitoring trypanosomiasis in space and time." Parasitology 106, S1 (January 1993): S77—S92. http://dx.doi.org/10.1017/s0031182000086133.
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SUMMARYThe paper examines the possible contributions to be made by Geographic Information Systems (GIS) to studies on human and animal trypanosomiasis in Africa. The epidemiological characteristics of trypanosomiasis are reviewed in the light of the formula for the basic reproductive rate or number of vector-borne diseases. The paper then describes how important biological characteristics of the vectors of trypanosomiasis in West Africa may be monitored using data from the NOAA series of meteorological satellites. This will lead to an understanding of the spatial distribution of both vectors and disease. An alternative, statistical approach to understanding the spatial distribution of tsetse, based on linear discriminant analysis, is illustrated with the example of Glossina morsitans in Zimbabwe, Kenya and Tanzania. In the case of Zimbabwe, a single climatic variable, the maximum of the mean monthly temperature, correctly predicts the pre-rinderpest distribution of tsetse over 82% of the country; additional climatic and vegetation variables do not improve considerably on this figure. In the cases of Kenya and Tanzania, however, another variable, the maximum of the mean monthly Normalized Difference Vegetation Index, is the single most important variable, giving correct predictions over 69 % of the area; the other climatic and vegetation variables improve this to 82 % overall. Such statistical analyses can guide field work towards the correct biological interpretation of the distributional limits of vectors and may also be used to make predictions about the impact of global change on vector ranges. Examples are given of the areas of Zimbabwe which would become climatically suitable for tsetse given mean temperature increases of 1, 2 and 3 °Centigrade. Five possible causes for sleeping sickness outbreaks are given, illustrated by the analysis of field data or from the output of mathematical models. One cause is abiotic (variation in rainfall), three are biotic (variation in vectorial potential, host immunity, or parasite virulence) and one is historical (the impact of explorers, colonizers and dictators). The implications for disease monitoring, in order to anticipate sleeping sickness outbreaks, are briefly discussed. It is concluded that present data are inadequate to distinguish between these hypotheses. The idea that sleeping sickness outbreaks are periodic (i.e. cyclical) is only barely supported by hard data. Hence it is even difficult to conclude whether the major cause of sleeping sickness outbreaks is biotic (which, in model situations, tends to produce cyclical epidemics) or abiotic. The conclusions emphasize that until we understand more about the variation in space and time of tsetse and trypanosomiasis distribution and abundance we shall not be in a position to benefit from the advances made by GIS. The potential is there, however, to re-introduce the spatial and temporal elements into epidemiological studies that are currently often neglected.
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Hay, Rachel, Lynne Eagle, Muhammad Abid Saleem, Lisa Vandommele, and Siqiwen Li. "Student perceptions and trust of sustainability information." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 726–46. http://dx.doi.org/10.1108/ijshe-12-2018-0233.
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Purpose The purpose of this paper is to report student attitudes and beliefs towards climate change adaptation and sustainability-related behaviours. Design/methodology/approach A paper-based questionnaire was completed by 247 first-year (students in their first semester of study) and third-year (students in their final semester of study) students in the same year (2012) of the study (Table I). A factor analysis shows that common themes previously identified failed to reflect the diverse range of influences on young people, including family, friends and news media. Findings Contrary to the literature, few significant differences were found in sustainability-related behaviours between first- and third-semester students, with an increase in scepticism regarding the reality of climate change among the latter. Research limitations/implications The study focused on Australian undergraduate university business students. As a single-institution case study, the results may not be generalised to all university students. As such the authors recommended that the study be completed in other universities from around the world. The study was undertaken over one year, but the participants may not have necessarily been the same students in third semester as they were in first semester. Therefore, it is recommended that the study be repeated in future years so that the same cohort can be measured over time, providing a more accurate account of the development of student knowledge and perceptions of sustainability during their time at university. Practical implications Achieving significant long-term changes in behaviours will be a substantial challenge for tertiary curricula. The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value This paper reports on the second phase of a longitudinal research project examining the effects of an undergraduate business studies curriculum on student views of sustainability. The authors confirm that the research is original and that all of the data provided in the study are real and authentic. Neither the entire work nor any of its parts have been previously published.
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Rowling, Louise, and Jo Mason. "A Case Study of Multimethod Evaluation of Complex School Mental Health Promotion and Prevention: The MindMatters Evaluation Suite." Australian Journal of Guidance and Counselling 15, no. 2 (December 1, 2005): 125–36. http://dx.doi.org/10.1375/ajgc.15.2.125.
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AbstractThere are a number of challenges and debates surrounding the implementation of mental health interventions in schools. These include recognising the complexity of influencing factors and the interdependency of key components; the critical importance of monitoring school-based implementation in particular contexts; employing multimethod evaluation designs that can capture the complexity; and judging success using mental health and educational outcomes. These factors are shaped by both mental health and educational research. The prevention paradox focusing on the whole population ‘prevents’ more illness than targeting programs to specific individuals, and is exemplified in school mental health promotion that utilises an ecological or whole school approach. MindMatters, an innovative Australian mental health promotion and pr evention program, illustrates the challenges in this new field of endeavour. Its design and implementation are consistent with recommended effective practice, a comprehensive program that targets multiple health outcomes in the context of a coordinated whole school approach (Jané-Lopis, Barry, Hosman, & Patel, 2005). MindMatters moves beyond the sole focus on the curriculum to acknowledge the key roles of teacher professional development and whole school change within a strengths-based approach. As recommended by Jané-Lopis et al. (2005) measures of key school mental health outcomes are being used, ranging from absenteeism and drop-out rates to the development of social skills and academic achievement. The MindMatters evaluation suite of five separate yet interrelated evaluation studies illustrates some of the complexity involved.
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Kopnina, Helen, and Maria Helena Saari. "If a Tree Falls: Business Students Learning Active Citizenship from Environmentalists." Education Sciences 9, no. 4 (November 30, 2019): 284. http://dx.doi.org/10.3390/educsci9040284.
Full textAbstract:
This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of “lessons of radical environmentalism” is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy.