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1
Visconti, Colleen F. "Problem-Based Learning: Teaching Skills for Evidence-Based Practice." Perspectives on Issues in Higher Education 13, no. 1 (June 2010): 27–31. http://dx.doi.org/10.1044/ihe13.1.27.
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Problem-based learning (PBL) is a pedagogical method that requires students to learn how to locate new information, work cooperatively with others and find solutions to practical problems. PBL teaches students to critically analyze a situation or problem, determine what information is needed, seek out appropriate resources, and create a solution. These skills are the beginning skills need to incorporate evidence-based practice (EBP) into clinical experiences. This chapter will discuss PBL, how to create your own PBLs, the effect PBL has on learner outcomes, and how to link PBL to EBP.
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Hattery, Angie, and Shannon Davis. "Teaching Feminist Research Methods: Evidence-Based Teaching." Innovations in Teaching & Learning Conference Proceedings 7, no. 1 (July 20, 2015): 90. http://dx.doi.org/10.13021/g80c72.
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What are Feminist research methods and how are they different from other, non-Feminist research methods? This presentation begins by interrogating the question of how research methods become labeled as Feminist. Building on this knowledge, we detail how this investigation guided our implementation of a new Feminist Research Methods course. The evaluation [research] of this course yielded information regarding the deeply ingrained connection students have between certain research methods and Feminist practice, despite completing a course that explicitly argued for the application of the label "Feminist" to any research rooted in Feminist theory or practices, regardless of the methodologies employed. Additionally, the evaluation [research] we performed of the first offering of this course has allowed us to revise the course based on evidence, not just "hunches," in ways that improve the student experience as well as identify some of the structural and pedagogical challenges when teaching Feminist research methods.
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Shadrina, Irina M. "A value-based role-playing game as a method of prospective teacher’s moral culture development." Samara Journal of Science 9, no. 3 (November 20, 2020): 304–8. http://dx.doi.org/10.17816/snv202093311.
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This paper substantiates the importance of prospective teachers moral culture development. The author argues the values realized in the value-orientational activity of the teacher as moral guidelines that indicate the path of spiritual renewal of society. The author shows the relationship between the value-orientational activity of the teacher and his or her moral culture. It is stated that a value-based role-playing game is an effective method of prospective teachers moral culture development. The author finds similarities and differences between a value-based role-playing game and an ethical dialogue. The paper also contains the differences between spontaneous classroom pedagogical situations with value content and specially prepared and played out value-based role-playing games according to a specially prepared scenario. There are some examples of spontaneous and specially prepared value-based role-playing games in this paper. The author substantiates the importance of value-based role-playing games for prospective teacher understanding of his or her purpose in life in general and in prospective professional activities in particular, as well as in the search for moral life and pedagogical guidelines. The author provides evidence that in the process of participation in value-based role-playing games prospective teachers, mastering the knowledge about the moral guidelines of the value-orientational activity of the teacher, extract new ideas, which are subsequently transformed into principles that become the foundations of ethical and pedagogical activity. The purpose of a value-based role-playing game as a method of prospective teachers moral culture development is revealed: a value-based role-playing game allows to organize the interaction of students with values that clarify the meaning of pedagogical activity, life and the teachers purpose in life.
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Hauck, Mirjam, Andreas Müller-Hartmann, Bart Rienties, and Jekaterina Rogaten. "Approaches to researching digital-pedagogical competence development in VE-based teacher education." Journal of Virtual Exchange 3, SI (April 16, 2020): 5–35. http://dx.doi.org/10.21827/jve.3.36082.
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For the past two decades, Virtual Exchange (VE) has enjoyed increasing popularity in university education, including initial (language) teacher education programmes (O’Dowd, 2018). Collaborating online with colleagues and students from different cultural backgrounds and educational systems has allowed trainees to experience and reflect on issues related to technology and pedagogy in authentic linguistic and intercultural contexts. In 2017/2018, the Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project – an Erasmus+ funded European Policy Experimentation (EPE) – collected and analysed data from VEs across the curriculum involving over 1,000 participants at Initial Teacher Education (ITE) institutions in Europe and beyond.Here, we specifically focus on the impact of VE on their digital-pedagogical competence development. Following a mixed method design we used the Technological PedagogicalContent Knowledge (TPACK) work of Mishra and Koehler (2006) and Schmidt et al. (2009) in a pre-post-test manner. These were complemented by qualitative content analysis of prompted diary entries at key stages during the exchanges to collect further evidence of existing and emerging digital-pedagogical skills among the trainees. Based on one case study of a German-Polish EVALUATE exchange we will exemplify the aforementioned research methods and associated challenges. We will illustrate the urgent need for initial and in-service teacher education that combines technology and pedagogy and argue for VE as an ideal context to this effect. Finally, we will demonstrate how the chosen research approach has contributed to providing the kind of evidence required by education administrators and policy makers for a systematic integration of VE into teacher education programmes.
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Carballo, Mariela Carolina Santos, Nara Macedo Botelho, and Mariseth Carvalho Andrade. "Validation of the Handbook “Endocrinology for Primary Care Physicians”." Revista de Medicina 99, no. 2 (April 23, 2020): 109–14. http://dx.doi.org/10.11606/issn.1679-9836.v99i2p109-114.
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Introduction: handbooks’ elaboration and validation have been important as far as the concept of Evidence-Based Medicine is consolidated, allowing the creation of protocols or guidelines. Objective: to validate the handbook “Endocrinology for Primary Care Physicians”. Method: The handbook was developed in eight chapters (pre-diabetes, diabetes, gestational diabetes, dyslipidemias, thyroid nodules, hypo and hyperthyroidism, climacteric and menopause, overweight and obesity) based on international and current guidelines. The chapters dealt with the diagnosis, treatment, follow-up and referral of each disease and had their technical content reviewed by experts in endocrinology, and with experience in medical education. The handbook was validated by the Likert scale method, regarding the scientific adequacy of the content, as well as method-pedagogical adequacy. Results: the handbook was validated with 98% of scientific adequacy and 96% of method-pedagogical adequacy. Conclusion: the handbook “Endocrinology for Primary Care Physicians” was validated with an average of 97% of scientific and methodological-pedagogical adequacies.
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Costes-Onishi, Pamela. "Community music-based structures of learning (CoMu-Based SL): Pedagogical framework for the nurturance of future-ready habits of mind." International Journal of Music Education 37, no. 3 (April 17, 2019): 346–69. http://dx.doi.org/10.1177/0255761419842419.
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The landscape in which music is experienced in the 21st century has dramatically changed and scholarship in music education calls for classrooms in which teaching and learning are responsive to the new challenges. Furthermore, within the broader concerns of the place of the arts in the curriculum, the literature calls for empirical evidences grounded in the actual teaching and learning processes in the arts, in order to support claims that they nurture future-ready habits of mind and enhance academic performance. This study responds to these gaps by: (a) adapting the studio thinking framework of Hetland, Winner, Veneema and Sheridan to extract, through grounded theory methods, community music-based structures of learning and observe their corresponding pedagogies to nurture artistic thinking; (b) providing evidence for specific claims of community music such as inclusiveness through evidence of engagement across learner abilities; (c) demonstrating partnerships between community musicians, teachers and researchers; and (d) showing community music’s potential to develop students’ critical musicality.
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Maksimović, Jelena, and Sanja Sretić. "Principle of evidence of John Amos Comenius as a basis for development of pedagogical research techniques and instruments." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VI (December 22, 2019): 243–56. http://dx.doi.org/10.5604/01.3001.0013.6255.
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The methodology of pedagogy belongs to the youngest group of pedagogical disci-plines. The first thoughts about the basic postulates of the methodology of pedagogy were rec-ognized long ago, even in the pedagogical paradigm of John Amos Comenius (1592-1670), who created support for the methodology of pedagogy as an integral component of pedagogical science. After the presentation of the basic concepts of the pedagogical theory of this Moravian thinker, the principle of evidence in his pedagogical theory is considered in this paper. A review was made of the influence Comenius left on his followers Jean-Jacques Rousseau (1712-1778) and Johann Heinrich Pestalozzi (1746-1827), especially from the point of view of further devel-opment of the principles of evidence in their education theories. In this paper, we have con-firmed our hypothesis about the compatibility of the principle of evidence with research tech-niques and instruments. Proactively action by Comenius represents a turning point not only in the field of pedagogy development as a science and its disciplines, but also in the field of human development in general. Regarding that, there is a need for a new pedagogical discipline, Comeniology, which will give a new perspective to this pedagogical doctrine and will foster a critical review in relation to his pedagogical theory. According with our research subject, we have presented some of our dilemmas and questions to which the Comeniology as a new scien-tific discipline could give an answer, and therefore a kind of scientific contribution. Based on the previous methodological achievements, Comeniology remains committed to discovering the origins of other research techniques and methods in the pedagogical postulates of Comenius, to determine the applicability of the Comenius pedagogical principles with regard to the changes and challenges facing the contemporary teaching process, to open the issue of pedagogical psy-chological competencies of teachers for the application of the golden rule of Comenius and its other principles, to continue engagement of Comenius in the qualitative educational function of a modern school, but also to consider the influence of other factors (family environment) that may influence the choice of teaching principles and methods.
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Wu, Bian, and Alf Inge Wang. "A Guideline for Game Development-Based Learning: A Literature Review." International Journal of Computer Games Technology 2012 (2012): 1–20. http://dx.doi.org/10.1155/2012/103710.
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This study aims at reviewing the published scientific literature on the topics of a game development-based learning (GDBL) method using game development frameworks (GDFs) with the perspective of (a) summarizing a guideline for using GDBL in a curriculum, (b) identifying relevant features of GDFs, and (c) presenting a synthesis of impact factors with empirical evidence on the educational effectiveness of the GDBL method. After systematically going through the available literature on the topic, 34 relevant articles were selected for the final study. We analyzed the articles from three perspectives: (1) pedagogical context and teaching process, (2) selection of GDFs, and (3) evaluation of the GDBL method. The findings from the 34 articles suggest that GDFs have many potential benefits as an aid to teach computer science, software engineering, art design, and other fields and that such GDFs combined with the motivation from games can improve the students’ knowledge, skills, attitudes, and behaviors in contrast to the traditional classroom teaching. Furthermore, based on the results of the literature review, we extract a guideline of how to apply the GDBL method in education. The empirical evidence of current findings gives a positive overall picture and can provide a useful reference to educators, practitioners, and researchers in the area of game-based learning.
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Merzel, Cheryl, Perry Halkitis, and Cheryl Healton. "Pedagogical Scholarship in Public Health: A Call for Cultivating Learning Communities to Support Evidence-Based Education." Public Health Reports 132, no. 6 (October 4, 2017): 679–83. http://dx.doi.org/10.1177/0033354917733745.
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Public health education is experiencing record growth and transformation. The current emphasis on learning outcomes necessitates attention to creating and evaluating the best curricula and learning methods for helping public health students develop public health competencies. Schools and programs of public health would benefit from active engagement in pedagogical research and additional platforms to support dissemination and implementation of educational research findings. We reviewed current avenues for sharing public health educational research, curricula, and best teaching practices; we identified useful models from other health professions; and we offered suggestions for how the field of public health education can develop communities of learning devoted to supporting pedagogy. Our goal was to help advance an agenda of innovative evidence-based public health education, enabling schools and programs of public health to evaluate and measure success in meeting the current and future needs of the public health profession.
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Olena, Maslova. "SCIENTIFIC KNOWLEDGE STRUCTURE OF PREREQUISITES FOR THE CONCEPT OF HEALTH-FORMING TECHNOLOGIES AT THE PROCESS OF ADAPTIVE PHYSICAL EDUCATION FOR SCHOOL-AGE CHILDREN WITH HEARING IMPAIRMENTS." Sport Science and Human Health 4, no. 2 (2020): 74–87. http://dx.doi.org/10.28925/2664-2069.2020.2.7.
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Introduction. Today the question of formation of health of children and teenagers is comprehensively considered by the general system of scientific knowledge representing rather independent, purposeful cognitive multilevel activity. Aim is to define and characterize in a projection of the theory of scientific knowledge preconditions of development of the concept of health-forming technologies in the course of adaptive physical education of children of school age with hearing impairments. Material and methods: analysis and generalization of data of special scientific and methodical literature; monitoring of information resources of the Internet; sociological methods (questionnaires); method of copying (review and selection of materials from medical records); pedagogical methods (pedagogical testing, pedagogical experiment), methods of mathematical statistics. Results. According to the theory of scientific cognition, based on theoretical and empirical levels and forms of its functioning, we present the structure of definition and scientific evidence base of the prerequisites for the concept of health technologies in the process of adaptive physical education of school-age children with hearing impairments. scientifically-based socio-pedagogical, socio-economic, biological-medical, biological-physiological, ecological-environmental, ecological-cultural, personal-motivational and personal-effective provisions. Conclusions. Turning to the basics of the theory of cognition, we have identified four main categories of prerequisites for the author's concept and hypothesis of its effective implementation, which involves their direct consideration, namely the inclusion of social, biological, environmental and personal principles in the theoretical and methodological foundations of health technologies in adaptive physical education school-age children with hearing impairments
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Lubin, Amélie, Nicolas Poirel, Sandrine Rossi, Céline Lanoë, Arlette Pineau, and Olivier Houdé. "Pedagogical Effect of Action on Arithmetic Performances in Wynn-Like Tasks Solved by 2-Year-Olds." Experimental Psychology 57, no. 6 (January 1, 2010): 405–11. http://dx.doi.org/10.1027/1618-3169/a000049.
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Previous studies have provided evidence of interference due to a language-default mode (i.e., the singular/plural opposition) in 2-year-old children when solving arithmetic problems using a traditional onlooker method. However, an action-based method could help to bypass this language bias. In particular, when an arithmetic problem is presented to the children by the experimenter (onlooker mode) or realized by the children themselves (actor mode), performances are better with the latter. Thus, an experimental procedure based on “math in action” allows a brain-and-mind shift from a global language-bias (singular/plural) strategy to an exact numerical strategy. In this framework, we examined whether the exact numerical strategy induced by the actor method remains operational when children had to subsequently solve the same arithmetic problem using the traditional onlooker method. Results from 112 children suggest that this pedagogical effect of action bypasses the interference from language in onlooker mode after an initial confrontation of the problem in actor mode. This enduring embodiment effect has important implications for cognitive and preschool assessment in toddlers.
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Abykanova, B. T., A. A. Saypova, K. K. Shalgynbaeva, and G. M. Kussainov. "Pedagogical Technology: A Specific Historical Approach." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 11–19. http://dx.doi.org/10.32523/2616-6895-2020-133-4-11-19.
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In modern conditions of numerous reforms, modernizations and updates, much attention is paid to the content of education and the technological basis of education, which has not been reformatted for centuries. It is practically ignored. As a result, the quality of education is constantly deteriorating, as evidenced by data from international studies PISA, TIMSS, PIRLS, TALIS, etc. In this regard, the article deals with the organization of the educational process, the core component of which is the General forms of education, which, depending on specific historical conditions, dominate in its organizational structure. The underestimation of these laws of development of the educational process has led to the constant and systematic improvement of the traditional pedagogical technology, i.e. the group method of learning (GML), which was established in schools and universities in the XVI-XVII centuries. The lack of a unified understanding of the essence and classification of pedagogical technologies in pedagogical theory and practice has led to the need to define the concept of «pedagogical technology», classification of pedagogical technologies based on a specific historical approach.The content of the article includes an analysis of the concepts and classifications of pedagogical technologies that are built in accordance with the so-called psychological and pedagogical approach. Based on the concrete historical approach (V.K.Dyachenko), analysis of long-term pedagogical practice and scientific research, the author offers a justification for the need to restructure and master the new and newest pedagogical technology of collective method of learning (CML) and ways to implement it. The novelty consists in the author’s approach to defining the essence of the concept of «pedagogical technology», classification and characteristics of the implementation of CML technology «horizontally» and «vertically», and the practical results of implementing each of them are presented.
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Leigh, Steven A. "The Seven Point Circle and the Twelve Principles: An evidence-based approach to Italian Lyric Diction Instruction." Scenario: A Journal for Performative Teaching, Learning, Research XIII, no. 2 (December 10, 2019): 187–201. http://dx.doi.org/10.33178/scenario.13.2.12.
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Despite the ubiquitousness of Lyric Diction Instructors (LDIrs) in both the academic and professional opera world, there remains a dearth of research examining the approaches and methods used for Lyric Diction Instruction (LDIn) as well the nonexistence of university programmes through which LDIrs gain profession-specific qualifications and/or certifications. Owing to this paucity of LDIn educational background accreditation and accountability, LDIrs in both educational institutions and opera houses are typically comprised of opera coaches, present or former opera singers, or "native speakers" of the target language. Using the qualitative framework of action research, the study empirically tested my five session, Italian Lyric Diction Course for Opera Singers by examining the validity and efficaciousness of its design, materials, course content, and pedagogical approach of explicit articulatory instruction. Rather than focusing on the empirical testing itself, this article focuses on the underlying pedagogical framework, i.e., The Seven Point Circle (7PC) and the ethical code of conduct, i.e., The Twelve Point Circle (12PC) derived from my M.A. thesis study. Data collection instruments included: semi-structured participant interviews, audio recording, transcribing of the classes, and an invited panel of eight observer-feedback experts from the fields of foreign language pedagogy, pronunciation instruction, and Italian language instruction.
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McKee, Nora, Marcel D'Eon, and Krista Trinder. "Problem-based learning for inter-professional education: evidence from an inter-professional PBL module on palliative care." Canadian Medical Education Journal 4, no. 1 (March 31, 2013): e35-e48. http://dx.doi.org/10.36834/cmej.36602.
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Introduction: The objective of this article was to analyze the theory and pedagogical basis of the use of problem-based learning (PBL) for inter-professional education (IPE) in undergraduate health science education and present evidence from a palliative care iPBL (inter-professional PBL) module that confirms the importance of the two methodologies being used together. Methods: More than 1000 student surveys collected over 4 years were analyzed for components of usefulness, enjoyment and facilitator effectiveness. A retrospective self-assessment of learning was used for both content knowledge of palliative care and knowledge of the other professions participating in the module. Results: Statistically significant gains in knowledge were recorded in both areas assessed. Medical students reported lower gains in knowledge than those in other programs. Scores were moderately high for usefulness and facilitator effectiveness. Scores for enjoyment were very high at 5.19 out of a total score of 6.0. Conclusion: There is strong theoretical and empirical evidence that PBL is a useful method to deliver IPE for palliative care education. With the evidence presented from the palliative care iPBL it is our contention that PBL inter-professional cases should be utilized more often, incorporated into IPE programs generally, and researched more rigorously.
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Grunspan, Daniel Z., Michelle Ann Kline, and Sara E. Brownell. "The Lecture Machine: A Cultural Evolutionary Model of Pedagogy in Higher Education." CBE—Life Sciences Education 17, no. 3 (September 2018): es6. http://dx.doi.org/10.1187/cbe.17-12-0287.
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The benefits of student-centered active-learning approaches are well established, but this evidence has not directly translated into instructors adopting these evidence-based methods in higher education. To date, promoting and sustaining pedagogical change through different initiatives has proven difficult, but research on pedagogical change is advancing. To this end, we examine pedagogical behaviors through a cultural evolutionary model that stresses the global nature of the issue, the generational time that change requires, and complications introduced by academic career trajectories. We first provide an introduction to cultural evolutionary theory before describing our model, which focuses on how cultural transmission processes and selection events at different career phases shape not only who teaches in higher education, but also how they choose to teach. We leverage our model to make suggestions for expediting change in higher education. This includes reforming pedagogy in departments that produce PhD students with the greatest chance of obtaining tenure-track positions.
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Santoveña-Casal, Sonia, and Mª Dolores Fernández Pérez. "Sustainable Distance Education: Comparison of Digital Pedagogical Models." Sustainability 12, no. 21 (October 31, 2020): 9067. http://dx.doi.org/10.3390/su12219067.
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The literature shows strong evidence of how different learning models influence learning. The kind of model used is a basic variable that can either help or hinder sustainable education. The objective of this research is to analyse how digital pedagogical models of three kinds (collaborative, social, and independent) influence the learning experience. The study is based on a design that combines triangulation, a theoretical model, quantitative methods (descriptive analysis and contrast of means), and qualitative methods (discourse analysis, following the principles of grounded theory). The importance of social and collaborative models in sustainable education is proved; both types of models promote a positive learning experience. They strengthen inter-student relationships, a feeling of belonging to a community with shared interests, and feelings of membership and cohesion. An independent model may hamper students’ perception of current knowledge and development of collaborative competences, in contrast to the more-interactive model. These results can be assessed in greater depth through future research exploring independent models’ possible potential for analysing environmental problems and their tie-in to personal decisions.
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Mormer, Elaine, Catherine Palmer, Cheryl Messick, and Lindsey Jorgensen. "An Evidence-Based Guide to Clinical Instruction in Audiology." Journal of the American Academy of Audiology 24, no. 05 (May 2013): 393–406. http://dx.doi.org/10.3766/jaaa.24.5.6.
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Background: A significant portion of the AuD curriculum occurs in clinical settings outside the classroom. Expert clinicians, employed within and outside of the university, are called upon to provide this clinical education. Most have had little or no formal training in clinical teaching yet face pedagogical and logistical challenges when simultaneously providing clinical service and teaching. Training to provide optimal methods and approaches to clinical instruction should be based on research evidence; however, there is a paucity of research in this area within the audiology discipline. Purpose: This article provides a review of literature supplying evidence for important concepts, elements, and approaches to the clinical instruction process. Additionally, we provide readers with some practical tools with which to facilitate application of optimal clinical teaching principles. Research Design: We conducted a systematic review of literature on clinical education in audiology and across a wide array of health professions. Through the use of content analysis we identified four elements of the clinical teaching process most critical in examining optimal practices. Results: The elements identified as critical to positive clinical learning outcomes include the establishment of mutual expectations and goals; structured content and delivery of feedback; establishment of a positive instructor/student relationship; and questioning strategies that lead to the development of critical thinking skills. Conclusions: Many disciplines outside of audiology demonstrate robust research activity related to understanding and optimizing the clinical education process. The application of a number of evidence-based clinical teaching principles should allow us to improve student outcomes in audiology. Researchers in our field might consider if and how we should develop our own research literature in clinical education.
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Alcock, Lindsay J. "Low Level Evidence Suggests That Librarian-Led Instruction in Evidence Based Practice is Effective Regardless of Instructional Model." Evidence Based Library and Information Practice 12, no. 2 (June 29, 2017): 163. http://dx.doi.org/10.18438/b8xh3f.
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A Review of:
Swanberg, S. M., Dennison, C. C., Farrell, A., Machel, V., Marton, C., O'Brien, K. K., … & Holyoke, A. N. (2016). Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review. Journal of the Medical Library Association: JMLA, 104(3), 197-208. http://dx.doi.org/10.3163/1536-5050.104.3.004
Abstract
Objective – To determine both the instructional methods and their effectiveness in teaching evidence based practice (EBP) by librarians in health sciences curricula.
Design – Systematic review.
Setting – A total of 16 databases, Google Scholar, and MLA Annual Meeting abstracts.
Subjects – There were 27 studies identified through a systematic literature search.
Methods – An exhaustive list of potential articles was gathered through searching 16 online databases, Google Scholar, and MLA Annual Conference abstracts. Inclusion and exclusion criteria were identified to inform the literature search and determine article eligibility. Duplicates were removed and the remaining search results were divided into sets and assigned to two reviewers who screened first by title/abstract and then by full-text. A third reviewer addressed disagreement in article inclusion. Data extraction, using a validated method described by Koufogiannakis and Wiebe (2006), and critical appraisal, using the Glasgow checklist (1999), were performed concurrently.
Main Results – After removal of duplicates 30,043 articles were identified for initial title/abstract screening. Of the 637 articles assessed for full-text screening 26 articles and 1 conference proceeding ultimately met all eligibility criteria. There was no meta-analysis included in the synthesis. There were 16 articles published in library and information science journals and 10 in health sciences journals. Of those studies, 22 were conducted in the United States. A wide range of user groups was identified as participants in the studies with medical students and residents representing the highest percentage and nursing and other allied health professional programs also included. While there was variation in sample size and group allocation, the authors estimate an average of 50 participants per instructional session. Included studies represented research undertaken since the 1990s. All studies addressed at least one of the standard EBP steps including obtaining the best evidence through a literature search (27 studies), developing a clinical question (22 studies), and critical appraisal (12 studies). There were 11 studies which addressed applying evidence to clinical scenarios, and 1 study which addressed the efficacy and efficiency of the EBP process. The majority of studies indicated that literature searching was the primary focus of EBP instruction with MEDLINE being the most utilized database and Cochrane second. Other resources include databases and clinical decision support tools.
Teaching methods, including lecture, small group, computer lab, and online instruction, varied amongst the studies. There were 7 studies which employed 1 instructional method while 20 employed a combination of teaching methods. Only one study compared instructional methods and found that students obtained better scores when they received online instruction as compared with face-to-face instruction. The difference, however, was not statistically significant.
Skills assessments were conducted in most of the studies utilizing various measurements both validated and not validated. Given the variation in measurement tools a cross-study analysis was not possible. The most common assessment methods included self-reporting and pre- and post-surveys of participants’ attitudes and confidence in EBP skills.
Randomization was utilized in 10 studies, and an additional 3 studies had a “clearly defined intervention group.” There were 10 blinded studies and 15 studies utilized cohorts with pre- and post- intervention assessments. There were 25 studies which included descriptive statistics and many also included inferential statistics intended to show significance. Differences between groups were assessed with parametric measures in 9 studies and non-parametric measures in 15 studies. Good to high statistical significance on at least 1 measurement was achieved in 23 studies. Given the absence of effect sizes, the level of differences between study groups could not be determined.
Conclusion – Numerous pedagogical methods are used in librarian-led instruction in evidence based practice. However, there is a paucity of high level evidence and the literature suggests that no instructional method is demonstrated to be more effective than another.
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`Schneider, Kylie, Melanie Dziwenka, Bobbi Schweighardt, and Gerard Bellefeuille. "A Qualitative Course-Based Inquiry into the Concept of Love as a Central Component of Child and Youth Care Practice." Research Journal of Education, no. 54 (April 10, 2019): 58–62. http://dx.doi.org/10.32861/rje.54.58.62.
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Child and Youth Care (CYC) students have the right to be engaged in pedagogical practices that inspire and arouse their curiosity about their field of practice. Undergraduate course-based research in which students have an opportunity to conduct authentic research within a for-credit course is one such high-impact pedagogical practice with a growing body of evidence-based outcomes. This article presents an undergraduate course-based research project that examined child and youth care student’s beliefs about displaying love as a component of their practice. Located in the constructivist/interpretive research paradigm, this course-based research project collected data through the use of an expressive arts-based data method followed by a semi-structured questionnaire. Four overarching themes were identified during the thematic analysis: (a) authentic caring involves expressions of love, (b) expressions of love are an essential component of growth and development, (c) loving care as an ethic of relational practice, and (d) but…professionalism stands in the way. The results of this course-based study suggest that expressing love as a component of relational-centred CYC practice is not fully understood by CYC students and that much more research is needed to explore this issue.
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Speicher, Timothy E., Alexandra Bell, Marijke Kehrhahn, and Douglas J. Casa. "Case-Based Analogical Reasoning: A Pedagogical Tool for Promotion of Clinical Reasoning." Athletic Training Education Journal 7, no. 3 (July 1, 2012): 129–36. http://dx.doi.org/10.4085/0703129.
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Context: One of the most common instructional methods utilized to promote learning transfer in health profession education is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective in promoting learning than the examination of multiple cases with cueing. Objective(s): The primary objective of this article is to provide athletic training educators a rationale for implementing a multiple case-based analogical reasoning technique to improve students' learning transfer. Background: Case-based analogical reasoning is a pedagogical technique that improves problem solving by helping learners identify a common structural principle shared among multiple cases. Identification and transfer of the shared principle facilitates solving novel problems or patient cases. When cueing is coupled with the process, transfer of the structural principle to the problem is enhanced. Description: This article discusses cognitive learning theory and provides empirical evidence to support the use of case-based analogical reasoning to improve athletic training students' clinical reasoning. It also provides the educator practical tips for implementing the technique in classroom and clinical settings. Clinical Advantage(s): Improving the transfer of structural principles may improve solving novel problems in the clinical environment, which should also improve the quality of patient care. Conclusions: Clinical reasoning and learning transfer may be improved among health professional students during a case-based analogical reasoning process when cued to look for the shared structural principle among cases. Students who engage in multiple-case examination with cueing may be more apt to recall their learning and use it when faced with novel cases in the clinical environment.
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Hsu, Wenhua. "Harvard Business School (HBS) Case Method to Teaching English for Business Communication." Education and Linguistics Research 2, no. 2 (November 6, 2016): 95. http://dx.doi.org/10.5296/elr.v2i2.10192.
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The present research investigated the effectiveness of Harvard Business School (HBS) case method to teaching English for Business Communication in an EFL context. The HBS case method is a commonly-used approach in the field of business and management to prepare MBA students for the challenges of leadership. In contrast, in the field of English language teaching, task-based learning (TBL) focuses on doing meaningful tasks using the target language. The definitions of tasks and the rationale of TBL are first discussed and then the TBL approach and the HBS case method are compared. The pedagogical framework is underpinned by content-based instruction, business case study and task-based learning, in which each approach has its source and theories to support it. A series of independent-groups t-tests were conducted to compare the English-majoring students’ oral performance on business communication with and without the instruction of HBS case method. To find out English majors’ perception toward the business case method, questionnaires were distributed as a follow-up study. Results provide some evidence for the effect of the case method on participation. Questionnaires reflect the learners’ need for specialist knowledge as well as oral communication skills.
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Bradford, Jennifer, Denise Mowder, and Joy Bohte. "You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching." Journal of the Scholarship of Teaching and Learning 16, no. 4 (August 30, 2016): 33–43. http://dx.doi.org/10.14434/josotl.v16i4.20106.
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The current project conducted an assessment of three student-centered teaching techniques in a criminal justice and criminology research methods class: Team-Based Learning, Incentive-Based Learning, and Flipped Classroom. The project sought to ascertain to what extent these techniques improved or impacted student learning outcomes and engagement in this traditionally difficult course. Results provide empirical evidence that students were significantly engaged with the course and benefited from these pedagogical techniques.
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Quinn, David M., Thomas J. Kane, Miriam Greenberg, and Daniel Thal. "Effects of a Video-Based Teacher Observation Program on the De-Privatization of Instruction: Evidence From a Randomized Experiment." Educational Administration Quarterly 54, no. 4 (March 14, 2018): 529–58. http://dx.doi.org/10.1177/0013161x18764333.
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Purpose: U.S. schools have traditionally been characterized by teacher privacy and independence, yet theory and empirical work suggest that peer observation and support—or “de-privatized instruction”—can help improve pedagogical practice. In this study, we investigate whether the introduction of video technology into a school—through a video-based teacher evaluation system called Best Foot Forward (BFF)—led to instructional de-privatization, even in the absence of program components designed to encourage de-privatization. Research Method: Eighty-five schools were randomly assigned to BFF or a control condition. After one school year, teachers and administrators completed Web-based surveys about their experiences. Findings: We find that BFF caused administrators to facilitate more peer support among teachers, made teachers more likely to share lesson videos with colleagues, led teachers to have more of their lessons seen by other teachers, and redistributed which teachers were providing instructional support to colleagues (with relatively newer teachers taking on a larger role in providing peer support). Implications: Results suggest that video technology may be an effective tool for efforts to improve instruction by increasing peer observation and support.
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Akmatova, Ch. "Competence Methods of Learning Songs in Elementary School on the Subject “Literary Reading”." Bulletin of Science and Practice 7, no. 6 (June 15, 2021): 432–38. http://dx.doi.org/10.33619/2414-2948/67/53.
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The subject of this research is the activity of teaching children’s songs on the subject “Literary reading”. The aim is to test the effectiveness of the evidence-based model in schools and present proven options to primary school teachers. Theoretical, empirical and experimental methods were used in research. In the course of the experimental work, it was shown that the views and attitudes of students and teachers to teaching children’s songs in the subject “Literary reading” were carried out by pedagogical research methods and the obtained results. The methods of teaching in Soviet schools are analyzed depending on the type of work. The peculiarity of the results was that the plot and satirical works were not remembered for a long time and in a humorous and satirical form they revealed the character of people in the works. As a result of experimental activity, a model of teaching children’s song in primary school was demonstrated. As a result, in order to increase the effectiveness of the lesson in teaching competence-based songs for children, teachers were asked to focus on the areas of competence-based teaching methods, modern pedagogical technologies and tools in the teaching process.
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Banevičiūtė, Birutė. "Aspects of Dance Teacher Education: Analysis of Students’ Dance Education Research." Pedagogika 117, no. 1 (March 5, 2015): 110–17. http://dx.doi.org/10.15823/p.2015.071.
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Learning paradigm orients teacher to be a consultant, assistant, researcher ready to apply evidence based teaching. To prove research competence future dance teachers have to perform a dance education research. This study revealed pedagogical problems which interest future dance teachers: attitudes and motivation, dance in schools, dance teacher education, dance for people with special needs. Choise of research methods shift from quantitative towards qualitative.
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Kumar, Sonia, Loyola McLean, Louise Nash, and Keith Trigwell. "Incorporating active learning in psychiatry education." Australasian Psychiatry 25, no. 3 (January 31, 2017): 304–9. http://dx.doi.org/10.1177/1039856217689912.
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Objective: We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. Method: We undertook a literature search on ‘active learning’, ‘flipped classroom’, ‘problem-based learning’ and ‘psychiatry education’. Results: The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new ‘flipped classroom’ format was developed for the Master of Medicine (Psychiatry). Conclusions: Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.
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Zuziak, Tetiana, Oleksandr Lavrinenko, Oksana Marushchak, Larysa Semenovska, and Oksana Klochko. "A METHODOLOGY TO STUDY PEDAGOGICAL EDUCATION OF UKRAINE: THE REGIONAL DIMENSION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 796–809. http://dx.doi.org/10.17770/sie2021vol1.6315.
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Aim of the research is to validate the methodological approaches, developed by the authors, for the further use in the studies on historical pedagogy that within the regional aspect examine the processes of emergence of pedagogical education in Ukraine. For highlighting the issues of methodology of the historical and pedagogical research within the regional dimension, contemporary scientific approaches were used, including the integrated, systematic, activity, and synergic ones. The principles of objectivity, evidence, comprehensiveness, substantive analysis, of historical and logical coherence, of continuity, and systematic one were chosen as the main methodological grounds for the research. The study is novel in that it allows to assert: the mentioned methods of research with regard to its key concepts provide an opportunity to compare and trace the evolution and dynamics of development of the pedagogical education of the region within the defined chronological frame, shaping it as a complex, controversial process, influenced by many factors. The results prove that a research on pedagogical history should be grounded in holistic, historical and chronological, systematic, paradigm, structural, functional, axiological, and cultural studies approaches, be science-based, historically accurate, congruous with nature and culture. Within the scope of these approaches and principles, appropriate research methods should be used, i.e. empirical, general-science and specialized ones.
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Dziubaniuk, Olga, and Monica Nyholm. "Constructivist approach in teaching sustainability and business ethics: a case study." International Journal of Sustainability in Higher Education 22, no. 1 (September 21, 2020): 177–97. http://dx.doi.org/10.1108/ijshe-02-2020-0081.
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Purpose This paper aims to explore methods of teaching sustainability and business ethics, relevant to the modern demand for student’s skills and knowledge. The study explores the challenges of teaching a business school undergraduate-level course and argues that a constructivist pedagogy is a suitable epistemological approach for designing a course unit concerning sustainability and ethics. Design/methodology/approach The paper presents case study findings drawn upon course feedback and course reflections aimed at making sense of what the most effective pedagogic approaches were that influenced students’ learning. Findings Results indicate that students appreciate active forms of learning via practical assignments and discussions. As knowledge of sustainability and business ethics is important for the student’s future career path, students need to develop skills of applying conceptual knowledge to practice via constructive pedagogical methods. Practical implications This empirical study contributes to the literature of constructivist pedagogics, which is explored in the context of sustainable development and business ethics teaching. Practically, it contributes to the analysis of teaching methods and frameworks applied in the course emphasizing the necessity of engaging in interactive and personalized learning and teaching processes. Originality/value Issues of teaching ethics and sustainable development are known concerns, but they have to be addressed systematically because of the changing business environment. This study explores the constructivist pedagogy based on empirical evidence and highlights its value in the educational process.
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Iqbal, Zafar. "Evidence-based teaching practices: A road less traveled in Pakistan?" Health Professions Educator Journal 3, no. 2 (May 27, 2020): 7–8. http://dx.doi.org/10.53708/hpej.v3i2.1036.
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It is no secret that most health professionals, after postgraduation, aim to secure an academic position in a teaching institute due to various personal and/or professional preferences. Personal interest in teaching, inspirational figure/ role model-driven career selection, fixed working hours, financial rewarding, societal respect, and relatively easier career path are some of the prominent motives for health professionals to join academia (Huda & Yousuf, 2006). Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious question to ask oneself is: Am I prepared and ready for this challenging role? As Adam Urbanski once said, “Anybody who believes that all you have to do to be a good teacher is to love to teach also has to believe that all you have to do to become a good surgeon is to love to cut.” (1946 - American Federation of Teachers) Unfortunately, most (if not all) postgraduate programs in Pakistan are designed in such a way that they focus more on the core specialty and tend not to provide dedicated training on how to conduct evidence-based teaching practices. Evidence-based teaching refers to a process in which teachers use findings of empirical and concrete research evidence to inform their teaching practices (Thomas & Bussières, 2021). This process of applying research to practice is not haphazard but systematic, and it typically follows five essential steps: ask, acquire, appraise, apply, assess. Ask refers to asking a question related to a teaching problem; acquire refers to searching and retrieving the literature evidence; appraise refers to critically appraising the quality of the acquired evidence; apply refers to extracting valid and reliable findings from the literature and applying to own teaching setting; and assess refers to assessing whether or not the application of evidence to one’s teaching helped solve the problem (Thomas et al., 2011). As most novice teachers in our education system lack an understanding of educational theory or pedagogical practices, they learn on the job and use the hit and trial method to improve their teaching practices (Iqbal et al., 2020). Consequently, these health professionals cum teachers often use those teaching strategies that are not supported by evidence to positively influence student learning. Some of the known ill-informed teaching strategies include didactic lectures, teacher-dominated small group learning, borrowed teaching strategies from foreign education systems, and misuse of learning styles in instruction. These teaching malpractices result in wastage of limited educational resources, student demotivation, failure to achieve curricular goals, and a poor reflection on the personal and institutional portfolio. More importantly, it affects the overall healthcare system as these teachers are responsible for producing safe and high-quality healthcare providers for tomorrow. As of Ernest Leroy, “A poor surgeon hurts 1 person at a time, but a poor teacher hurts 130 (students) and consequently hundreds of patients”. What are the Potential Solutions? Here one wonders that what could be the possible solutions to this gruesome problem. Below, I describe some solutions that can be broadly classified into three domains. Responsibilities of Teachers: First of all, the health professionals assuming teaching roles should consume their time, efforts, and available resources to acquire pedagogical competence through formal and structured training so that they can practice evidence-based teaching. Moreover, due to the ongoing COVID-19 pandemic, many international Universities are now offering virtual professional development courses. The teachers could use these opportunities to develop their knowledge and skills in educational theory and practice. Second, they should regularly consult literature evidence to learn and incorporate teaching strategies in instruction that are known to support knowledge retention and schema formation. Some of these strategies are: assessing prior knowledge and linking new information to it, summarizing information at the end of educational event, providing cognitive or hands-on rehearsal opportunities, providing constructive feedback on learning, nurturing learners’ metacognition et cetera. Third, they should align instructional methods to the desired curricular outcomes. For instance, if a final year medical student is expected to skillfully examine, diagnose and manage a patient with diabetes then the teaching approaches should be focused more on developing their cognitive and psychomotor skills through clinical or simulation-based teaching instead of imparting cognitive knowledge through didactic lectures. Finally, they should motivate students to be independent and self-directed learners and advocate the use of evidence-based learning strategies that can help in their learning, such as, peer-assisted learning, near-peer tutoring, collaborative learning, cognitive rehearsals, et cetera. Responsibilities of Institutions: Next to teachers, the onus to ensure evidence-based teaching is insinuated onto the institutions. The health professional institutes should provide sufficient continuous professional development opportunities to their teaching staff. In fact, it should be mandatory for the faculty to attend these professional development activities to polish their teaching skillset. Moreover, the planners of faculty evelopment activities should not entirely rely upon the participants’ feedback or self-reported change. They should incorporate certain evaluation methods to observe whether or not these activities helped 10HPEJ 2020 VOL 3, ISSUE. 2 bring the desired improvement in teaching practices. Some of the best methods to observe the change include peer evaluation, student feedback, graded assignments et cetera. More recently, entrustable professional activities (EPAs) have been advocated as a reliable tool to observe, evaluate and certify teaching proficiency (Iqbal & Al-Eraky, 2019). Responsibilities of Institutions: Finally, the national regularity bodies, such as, Pakistan Medical Commission (PMC) and the Higher Education Commission (HEC) should devise minimum standards for health professionals, in addition to their core specialty, who wish to choose an academic career. A postgraduate qualification in the respective specialty is certainly not sufficient to warrant the teaching proficiency of the aspirants. A basic qualification in education should be a prerequisite to secure a teaching position in health professional colleges. Additionally, it is also the responsibility of these regulatory bodies to standardize the professional development programs across Pakistan to maintain quality. Lastly, the regulatory bodies should also come up with a plan to regulate the certification of the faculty by legitimizing a continuous professional development framework. Sethi and Wajid (2020) have suggested a re-evaluation of professional growth through documentation of continuous professional development activities instead of renewing the registration by mere payment of the prescribed fee. Their recommendation is strongly supported by growing evidence which suggests that a decline in competence over time is very much possible if the skillset is not regularly practiced and polished through continuous professional development (Steinert et al., 2016). This editorial is an appeal to the teachers, educators, administrators, and policymakers to support evidence-based teaching practices in academia to ensure meaningful and effective education. It is about time that individuals, institutions, and regulatory bodies start paying attention to evidence-based teaching so that a resource strained education and healthcare system of Pakistan could be streamlined.
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Kochanek, Jill. "Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach." Athletic Training Education Journal 15, no. 2 (April 1, 2020): 113–19. http://dx.doi.org/10.4085/1947-380x-93-19.
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Context Sport is an increasingly diverse context. This reality has prompted clinicians and educators to emphasize cultural competence education in athletic training. However, few efforts go beyond traditional, didactic methods and teach cultural competence in practically meaningful ways. One evidence-based approach that has potential to promote cultural competence in athletic training education is intergroup dialogue. Objective To describe intergroup dialogue in concept and research, demonstrate why this pedagogy can support cultural competence in athletic training education, and detail what such an approach looks like in practice. Background Intergroup dialogue has origins in critical pedagogical philosophies and emerged as a part of broader social and political movements in the United States. Over the last 30 years, scholars have systematically employed and studied the approach in higher education. Description Intergroup dialogue is an interdisciplinary approach that teaches people how to communicate across differences. Guided by trained facilitator(s), this method can help participants develop an understanding of diversity and practical skills to constructively navigate social-cultural differences in order to improve relationships and effect positive social change. Clinical Advantage(s) Intergroup dialogue can address the critical need for engaging pedagogy that helps athletic training students and practitioners develop cultural competencies. This method can equip those in athletic training with a critical awareness of social-cultural differences and practical skills to provide culturally sensitive care and promote equity. Conclusion(s) Athletic training educators can consider intergroup dialogue as a promising pedagogical approach to promote cultural competence in athletic training
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Armonienė, Jūratė. "THE INFLUENCE OF SOCIAL CONDITIONS AND EDUCATION ON STUDENTS’ HEALTH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (December 5, 2010): 28–34. http://dx.doi.org/10.48127/gu-nse/10.7.28b.
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The paper, based on publications and scientific research of Lithuanian and foreign authors, presents the actual of health status and physical activity of young people. Scientific evidence has become compelling that a sedentary lifestyle carries a risk for the development of coronary artery disease, obesity, hypertension, and other chronic diseases of adulthood. These problems manifest during adulthood, they are lifelong processes with origins in pediatric years. Socialization processes and motivational factors should be emphasized to promote actine lifestyles among the young. The aim of the study to research pupils‘ physical activity and health at V-XI forms of the Basanavičiaus secondary school in Vilnius. The tasks of the study were to investigate the scientific, pedagogical and medical literature on the chosen topic, to examine pupils‘ mental and physical working capacity per day and per week, to evaluate physical activity during leisure time and to find out the causes of the physical passivity. The methods of investigation. The following methods for the accomplishment of the study were used The analysis of the literary sources (pedagogical, sociological, medical). Pedagogical–sociological methods: questionanaire survey, interview, pedagogical experiment. Statistical analysis. Conclusion Mental working capacity is influented by the following factors: the teaching methodsmaterial, process of promotion, the organisation of the pupils daily routine, school anxiety, support within the family, rest, addcharge during the lesson. It was established that different factors influence pupils‘ physical activity. The most important being the school conditions, aims of the activity and value orientations through wich the social system regulates the behaviour of the personality. Pedagogical factors are also very important: daytime table, leisure, business. The task of the school is to organize the learning process: to create a balance between intellectual and physical activities, to create a timetable wich satisfies both the need for exersise and learning. Key words: physical activity, health, social and pedagogical conditions, motivation.
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Pokrovska, Pokrovska L. "FORMATION OF MEDIA COMPETENCE OF STUDENTS OF HUMANITARIAN FACULTIES DURİNG THE STUDY OF SPECIALIZED DISCIPLINES." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 215. http://dx.doi.org/10.33407/itlt.v71i3.2558.
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The article represents the results of an experimental study on the formation of the media competence of the student’s personality in the context of media education. The definitions of key terms have been given: media education, media literacy, media competence. Based on the experience of the higher educational establishments of Germany, the experimental study made it possible to trace both common and distinguishing characteristics in the formation of media competence. At the establishing stage of the experiment the following tasks were addressed: the pedagogical essence of the development of media competence of university students in Ukraine and the FRG; the elaboration of the criteria, levels and stages of development of the students’ media competence; the identification of the initial level of the media competence development of Ukrainian university students. At the forming stage, the research was concerned with highlighting of the media strengths of Ukrainian and German students in a comparative analysis, as well as checking the efficiency of the pedagogical conditions for the development of media competence of the university students. The results of the establishing stage of the experimental work revealed an insufficient level of development of media competence of Ukrainian university students, pointed out their main media preferences as value orientations in media space. The result of the forming stage is the development and implementation of the model of media competence development in the university educational process, making use of the German pedagogical experience of personality mediatization. In the course of the German language practical classes and in the optional course the following media education methods were used: the mediaobiographic method, the method of narrative analysis of media text, L. Kolberg’s method of moral dilemma. Thus, the experimental and peda gogical work carried out allows us to conclude that the implemented pedagogical methods promote the development of the levels of students’ media competence, as evidenced by the positive dynamics of the studied indicators among the Ukrainian students.
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Kim, Insook, and Bomna Ko. "Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance Between Teachers With Different Levels of Content Expertise." Journal of Teaching in Physical Education 39, no. 1 (January 1, 2020): 111–20. http://dx.doi.org/10.1123/jtpe.2018-0292.
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Purpose: This study examined how content knowledge (CK) varies between teachers with different levels of content expertise in teaching volleyball. In addition, it investigated changes to the content-experienced (C-Exd) teachers’ enacted pedagogical content knowledge (PCK) and their students’ performances after developing CK, compared with those of the content-expert (C-Ext) teachers. Method: Two C-Exd and two C-Ext teachers and their 72 students participated in this study. A well-designed CK workshop was implemented for the two C-Exd teachers’ CK improvement. Differences in the teachers’ CK, enacted PCK, and their students’ performance measures were compared. Results: The results of this study indicated that the C-Ext teachers possessed stronger CK than the C-Exd teachers and that the C-Exd teachers improved their enacted PCK and the students’ motor performance after the CK workshop without showing statistically significant differences from those of the C-Ext teachers. Conclusion: The study presents ways to promote teacher effectiveness with supportive evidence-based practices.
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Ruslan V., Nikonov. "Organizational and Pedagogical Support of Intercultural Educational Space of the School." Scholarly Notes of Transbaikal State University 16, no. 1 (March 2021): 43–49. http://dx.doi.org/10.21209/2658-7114-2021-16-1-43-49.
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The purpose of the article is to broadcast the scientific and pedagogical experience of designing and implementing a model of the intercultural educational space of a modern school. The work was based on the provisions of synergistic, competent and systemic-activity approaches, the concept of the state program for the development of education for 2018–2025. The author describes his own, developed and tested in practice methods, techniques, criteria for organizational and pedagogical support of the intercultural educational space, analyzes the monitoring results and indicators achieved (reflected in the summary table), justifies the effectiveness of the implementation and implementation of the project. The scientific novelty of the study consists in a comprehensive description of the model of the intercultural educational space of MBOU “Secondary School No. 49 with in-depth study of the English language”, a scientific analysis of the achieved performance indicators. Based on the obtained results of the design and implementation of the described model, the author justifies the prospects and effectiveness of introducing the content, operational-activity and evaluation-criterion components of the intercultural educational space of the language school into the educational environment as a whole. Methods of observation and self-observation, expert assessment, generalization and dissemination of mass and advanced pedagogical experience were used to achieve the proper level of scientific knowledge and evidence. The article is structured according to the principle of deduction, which allows you to highlight the results of the study at the general and empirical levels in the scientific range relevant to the author. Keywords: intercultural educational space, organizational and pedagogical support, multiculturalism, integration, language school
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Timofeeva, Elena, Ksenia Timofeeva, and Vladimir Shinkarenko. "Early correctional and pedagogical assistance to children with autism as a means of improving their quality of life." SHS Web of Conferences 98 (2021): 02011. http://dx.doi.org/10.1051/shsconf/20219802011.
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The present article deals with the organization and implementation of correctional care for younger children with autism spectrum disorders. The authors reveal key aspects of the problems underlying the speech and nonspeech difficulties of this category of children, as well as consider the topic of the only generally accepted method (applied behavior analysis) that is widely used when working with these children, and prove the expediency of a different approach to the complex correction of speech problems in children with communication disorders. The approach is based on the identified peculiarities of the speech and nonspeech problems of children with autism. The authors justify the choice of contemporary foreign methods (Tomatis, Floortime, and Sensory Integration) in the correction of speech and behavior of children with communication disorders based on the results of the conducted ascertaining experiment. Based on a comparative analysis of the results of ascertaining and forming experiments in the control and experimental groups, it has been proved experimentally that establishing an emotional and communicative component of the mental development of the child, as well as improving the processing of auditory, tactile, vestibular, and proprioceptive sensation speed up the corrective process that plays a crucial role in speech development and the development of nonlanguage functions. The significance of this study concerns the evidence-based use of a comprehensive approach to the correction of children with autism in the sensitive period of their development (from two to four years). Early comprehensive care provides a chance to achieve success in the social and speech development of these children by the beginning of school education (from seven to eight years), which will significantly improve the quality of their lives and contribute to the best integration into society.
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Movahedzadeh, Farahnaz, Ryan Patwell, Jenna E. Rieker, and Trinidad Gonzalez. "Project-Based Learning to Promote Effective Learning in Biotechnology Courses." Education Research International 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/536024.
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With enrollment in the fields of science, technology, engineering, and mathematics (STEM) shrinking, teachers are faced with the problem of appealing to a new generation of students without sacrificing educational quality. Evidence has shown that this problem can be reduced with the use of a number of pedagogical strategies of which project-based learning (PBL) is one. PBL addresses the fundamental challenge of increasing students’ motivation, their mastery of course material, and finding applications for what they have learned to apply in various situations. This study demonstrates the benefits of redesigning a standard lab-based molecular biology course to create a more effective learning environment. Using PBL, students who enrolled in Bio-251 at Harold Washington College in Chicago were given the responsibility of cloning a bacterial gene from one species into a new host species. They were then tasked with the expression and purification of the resulting protein for future research purposes at University of Illinois-Chicago, a leading 4-year research institute. With use of the PBL method, students showed improvement in the areas of self-confidence, lab technical skills, and interest in STEM-related fields and, most of all, the students showed a high level of performance and satisfaction.
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Buabeng-Andoh, Charles, and Issifu Yidana. "An investigation of secondary school students’ attitudes toward pedagogical use of ICT in learning in Ghana." Interactive Technology and Smart Education 11, no. 4 (November 11, 2014): 302–14. http://dx.doi.org/10.1108/itse-10-2013-0024.
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Purpose – The purpose of this study is to investigate secondary school students’ pedagogical use of information communication and technologies (ICT), their attitudes toward integration of ICT and the differences in their attitudes based on gender, school type and location. Design/methodology/approach – The data was collected and analyzed using descriptive statistics, multivariate analysis of variance and multiple regression analysis. Findings – The study revealed that students’ use of ICT to support their learning was low. Students mostly used ICT to communicate with peers. Students’ methods of assimilating knowledge were through teacher-centred teaching, even though they somewhat used ICT for collaborative and inquiry learning. Students in public schools perceived the use of ICT more valuable than students in private schools. Also, the study provided evidence that students in urban and rural schools differed in their attitudes in terms of perceived value and cost of ICT use, but no differences in attitude in terms of expectancy of success were found to exist among students in all locations. Originality/value – The study provided further evidence that the value of ICT positively related to students’ pedagogical use of ICT, but the effect was very limited. This implies that although students have positive attitudes toward the benefits of ICT in learning; many do not integrate the technology into their learning. Lastly, the study was able to provide additional evidence that perceived cost negatively related to students’ pedagogical use of technology, but the result was very small. This indicates that since many students do not utilize ICT in their learning they rarely encounter barriers or challenges when it comes to the integration of the technology into their studies.
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Bónus, Lilla, and Erzsébet Antal. "Innovative Inquiry-based Methods in Learning and Teaching Science." Journal of Studies in Education 11, no. 3 (July 5, 2021): 1. http://dx.doi.org/10.5296/jse.v11i3.18700.
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The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.
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Bakhmat, Nataliia, Nadiia Kravets, Irina Kulikovska, Zoriana Leniv, and Valentyna Ishcuk. "Training of pedagogical staff for conducting activities in the conditions of inclusive education." LAPLAGE EM REVISTA 7, Extra-C (July 1, 2021): 559–71. http://dx.doi.org/10.24115/s2446-622020217extra-c1044p.559-571.
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The evidence from practice shows that currently teachers are not competent enough in the field of inclusive education. Consequently, in the context of inclusive education, there is a growing need to train teachers who will teach students with disabilities. The purpose of the academic paper is to study the features of teachers’ training for conducting activities in the conditions of inclusive education on the example of the experience of the European Union’s member states. Methods: theoretical analysis, abstraction, description, observation, graphical representation, systems analysis, comparison, experiment, measurement, modeling and generalization. It has been determined that Luxembourg, Denmark, Sweden, the Netherlands and Austria have occupied leading positions in the Inclusive Development Index in 2018, according to which the level of inclusive development of these countries is very high. It is proposed to conduct a study of the features of teachers’ training for conducting activities in the conditions of inclusive education, based on the experience of Luxembourg, Denmark, Sweden, the Netherlands and Austria.
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Podymova, Lyudmila S., Nikolay A. Podymov, and Evgeniy A. Alisov. "Readiness of Teaching Staff to Ensure Personality Safety in Innovative Educational Environment." Integration of Education, no. 4 (December 28, 2018): 663–80. http://dx.doi.org/10.15507/1991-9468.093.022.201804.663-680.
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Introduction. This article considers a complex problem of personal safety in educational relations in course of implementation of pedagogical innovations. The personal safety demanded by science in this century as pedagogical phenomenon was designated to provide training of teaching staff in qualitatively other formats answering to realities of modern vital space. The innovative educational environment needs the optimum indicators of safety corresponding to objective conditions of development of the personality. The general characteristic of teaching staff readiness for personality safety in the innovative educational environment given on the basis of a complex of allocated indicators is especially relevant. The purpose of the article is to determine the readiness degree of teaching staff for personal security in the innovative educational environme nt. Materials and Methods. The complex of indicators of teaching staff readiness is estimated with the use of theoretical (idealization, abstraction, deductions, induction), and empirical (a pedagogical experiment, testing, selective direct observation, an experimental pedagogical conversation, questionnaire, professional and creative tasks, the statistical analysis of pedagogical information) methods. Materials and methods are demanded in the context of integration of the signs defining safety of the personality and significant parameters of innovation of the educational environment. Results. The general level of teaching staff readiness for personal safety in the innovative educational environment can’t be estimated as sufficient. The special attention is required to the work associated with formation of teaching staff readiness to take risk in the course of implementation of pedagogical innovations; also the low level of self-esteem and self-acceptance, sensitiv ity to themselves cause concern. This research expanded representations about personal safety in the innovative educational environment as to the system of the conditions providing openness of subjects of education to culture, innovations, situations of the uncertain future and also security and optimality of int eraction with the world around. Discussion and Conclusion. The target reference points of training teaching staff for evidence-based process of ensuring personality safety in the innovative educational environment are designated. The results of the study are of interest to scientific and pedagogical community, the practicing teachers, administrative employees of the educational organizations and future teachers. Keywords: safety, security, danger, threat, risk, readiness, innovation, educational environment
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Barrett, Martyn. "How Schools Can Promote the Intercultural Competence of Young People." European Psychologist 23, no. 1 (January 2018): 93–104. http://dx.doi.org/10.1027/1016-9040/a000308.
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Abstract. This paper reviews existing evidence on how the intercultural competence of young people can be promoted by schools. It begins by examining the concept of intercultural competence, and the values, attitudes, skills, knowledge, and understanding that together comprise this competence. The various actions that can be taken by schools to promote the intercultural competence of young people are then reviewed. These actions include: encouraging intercultural friendships; organizing periods of study abroad; arranging for students to have Internet-based intercultural contact; setting up school-community links and partnerships; encouraging and supporting students’ critical reflection on their intercultural experiences and on their own cultural affiliations; using pedagogical approaches such as cooperative learning and project-based learning; using pedagogical activities that enhance the development of some of the specific components of intercultural competence (such as role plays and simulations, the analysis of texts, films, and plays, and ethnographic tasks); using a culturally inclusive curriculum; and adopting a whole school approach to valuing diversity and human rights. It is argued that, while there is evidence for the effectiveness of all these various actions, further evaluation studies using more robust methods are still required. Additional research is also required to identify the circumstances under which each form of action is most effective and the subgroups of young people who benefit the most from each action.
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Harms, Sheila, Anita Acai, Bryce JM Bogie, Meghan M. McConnell, Ben McCutchen, Robyn Fallen, JoAnn Corey, and Natasha Snelgrove. "One Room Schoolhouse: A Novel Intervention for Inspired Academic Half-Day Learning in Distributed Campus Settings." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110294. http://dx.doi.org/10.1177/23821205211029462.
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Introduction: Some studies on academic half days (AHDs) suggest that learning in this context is associated with a lack of educational engagement. This challenge may be amplified in distributed campus settings, where geographical disadvantages demand reliance on videoconferencing or considerable time spent travelling to in-person learning events. Concerns about the educational effectiveness of AHDs by learners within our distributed campus setting led to the development and evaluation of the One Room Schoolhouse (ORS), a unique, evidence-informed, community-based curriculum that partially replaced the AHD sessions delivered at the main campus. It was hypothesized that creating an AHD experience that was clinically reflective of the community in which residents practiced and where residents were given the autonomy to implement novel pedagogical elements would result in better test scores and improved learner satisfaction among ORS learners. Methods: The ORS was implemented at McMaster University’s Waterloo Regional Campus in 2017. Residents across training cohorts (N = 9) engaged in co-learning based on scenarios co-developed from clinical experiences within the region. The learning approach relied on multiple, evidence-informed pedagogical strategies. A multi-method approach was used to evaluate the ORS curriculum. Between-subject analyses of variance were used to compare scores on practice exams (COPE and PRITE), in-training assessment reports (ITARs), and objective structured clinical exams (OSCEs) between learners who took part in the ORS and learners at the main campus. A semi-structured focus group probing residents’ experiences with the ORS was analyzed using interpretive description. Results: ORS learners significantly outperformed learners at the main campus on the November OSCE ( p = .02), but not on the COPE, PRITE, ITARs, or September OSCE ( p’s < .05). Qualitative themes suggested advantages of the ORS in inspiring learning, engaging learners, and improving self-confidence in knowledge acquisition. These findings are aligned with the broader literature on learner agency, social development, and communities of practice. Conclusion: While the quantitative data only showed a significant difference between the 2 curricula on 1 measure (ie, the November OSCE), the qualitative findings offered an opportunity for educators to reimagine what medical education might consist of beyond the confines of a “traditional” AHD. Creating opportunities to enhance personal agency when acquiring knowledge, inspiring engagement about patient-related problems, and incorporating interdisciplinary learning through community engagement were critical pedagogical elements that were attributed to the success of the ORS.
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Paulus, Jessica K., Angie Rodday, and Farzad Noubary. "2134." Journal of Clinical and Translational Science 1, S1 (September 2017): 44. http://dx.doi.org/10.1017/cts.2017.160.
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OBJECTIVES/SPECIFIC AIMS: Biostatistics and Epidemiology courses within clinical research or public health training programs are typically developed and taught separately. As a result, students may have trouble in their research outside the classroom, where biostatistical and epidemiological concepts must be well integrated. Case method teaching is a participant- and discussion-centered pedagogical approach that has been used in business and law schools for more than 50 years to improve student learning, yet has taken longer to be adopted in health professional schools. The case method is distinguished by presenting learners with a real-world problem without a single unique solution. Designed to mimic the constraints and incomplete information found in real life, it is an ideal approach for integrating multiple related disciplines. A team of Clinical and Translational Science (CTS) faculty from the Tufts CTSI collaborated to develop a new course that integrates epidemiology and biostatistics disciplines using the case method. METHODS/STUDY POPULATION: We developed an intermediate-level, case-based course integrating epidemiology and biostatistics topics using modern, real-world clinical examples. Recognizing the importance of technical skill building, this intermediate-level Tufts CTS course adopted a hybrid approach, incorporating lecture and in-class laboratory exercises, alongside cases. We surveyed CTS faculty to identify a set of core methodological competencies. These included randomized trials, case-control and cohort studies, confounding, effect modification, propensity scores, linear and logistic regression, and survival analysis. Faculty provided us with clinical questions and deidentified data sets corresponding to these competencies; we also reviewed publicly available data sets. RESULTS/ANTICIPATED RESULTS: CTS faculty collaborated to develop 10 cases (with accompanying data sets) from modern clinical research examples that illustrate the connections between epidemiology and biostatistical concepts. Each case contains a background section, a statement of the core problem, a data set with data dictionary, articles from the primary literature (often the publication of the data set) with discussion questions and in-class lab exercises (R programming). One case presents students with the challenge of whether acupuncture may be an effective therapy for pain associated with chronic headache. Through case activities, students gain experience weighing observational Versus experimental evidence, apply directed acyclic graph theory, and analyze clinical trial data. Qualitative evaluations in 2015 (pilot year) and 2016 indicate students preferred the integrated approach to separate courses, and found the integration facilitated application of methods to their independent research projects. Significant rewards for faculty include cross-disciplinary collaboration, sharpened teaching skills, and engaging with learners in a dynamic classroom environment. DISCUSSION/SIGNIFICANCE OF IMPACT: Despite administrative and pedagogical challenges, a case-based, integrated curriculum offers rewards for faculty and students. The case method may be a useful pedagogical strategy to integrate other closely related topics or courses in translational science to better prepare scholars for the challenges of independent research.
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Fergusson, Lee, Bradley Shallies, and Gerry Meijer. "The scientific nature of work-based learning and research." Higher Education, Skills and Work-Based Learning 10, no. 1 (October 2, 2019): 171–86. http://dx.doi.org/10.1108/heswbl-05-2019-0060.
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Purpose The purpose of this paper is to explore the scientific nature of work-based learning (WBL) and research as operationalized in Professional Studies by examining first principles of scientific inquiry. Design/methodology/approach This paper introduces a Professional Studies program as it has been implemented at University of Southern Queensland in Australia and examines it from the perspective of five first principles of scientific inquiry: systematic exploration and reporting, use of models, objectivity, testability and applicability. The authors do so not to privilege the meritorious qualities of science or to legitimise WBL or its example in Professional Studies by conferring on them the status of science, but to highlight their systematised approach to learning and research. Findings If the authors define Professional Studies to mean the systematic inquiry of work-based people, processes and phenomena, evidence affirmatively suggests that it is scientific “in nature”. Originality/value WBL has been well documented, but its orientation to research, particularly mixed methods (MM) research through Professional Studies, and its adherence to first principles of science have never been explored; this paper begins to uncover the value of work-based pedagogical approaches to learning and research.
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Reeves, Todd D., and Gili Marbach-Ad. "Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers." CBE—Life Sciences Education 15, no. 1 (March 2016): rm1. http://dx.doi.org/10.1187/cbe.15-08-0183.
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Most discipline-based education researchers (DBERs) were formally trained in the methods of scientific disciplines such as biology, chemistry, and physics, rather than social science disciplines such as psychology and education. As a result, DBERs may have never taken specific courses in the social science research methodology—either quantitative or qualitative—on which their scholarship often relies so heavily. One particular aspect of (quantitative) social science research that differs markedly from disciplines such as biology and chemistry is the instrumentation used to quantify phenomena. In response, this Research Methods essay offers a contemporary social science perspective on test validity and the validation process. The instructional piece explores the concepts of test validity, the validation process, validity evidence, and key threats to validity. The essay also includes an in-depth example of a validity argument and validation approach for a test of student argument analysis. In addition to DBERs, this essay should benefit practitioners (e.g., lab directors, faculty members) in the development, evaluation, and/or selection of instruments for their work assessing students or evaluating pedagogical innovations.
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Skrypnyk, Iryna, and Yaroslava Kulbashna. "The model of praxeological competence formation in future masters of dentistry." ScienceRise: Pedagogical Education, no. 1(40) (February 18, 2021): 25–30. http://dx.doi.org/10.15587/2519-4984.2021.224463.
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The article elucidates the significance of future dentists’ practical training. It has been established, that the great attention of available foreign scientific sources is paid to the issue of improving the dental educational content based on the competence approach; nevertheless, modeling of educational process’ components has not been considered so far.
The importance of modeling, as a method of educational process’ studying components, has been determined. The authors’ model of praxeological competence formation of future master of dentistry is presented. It consists of the basic components, which are determined as interconnected blocks: the target one declares the goal and defines the tasks necessary for its achievement; theoretical-methodological block reveals the praxeological competence structure (motivation, gnostic, activity, deontic, scientific-research, reflexive components), basic approaches (competence, system, personal, activity, synergetic, context), principles (subsequence, transparency, evidence-based, scientificity, rationality, creativity, effectiveness) and ways for achieving the aim based on the updated normative base of dental education (branch educational standard of the specialty “Dentistry”, EQC, EPP, elaborated on its base and with the use of necessary pedagogical conditions); the content-procedural block determines the ways of pedagogical conditions realization based on the updated content of dental education of interdisciplinary integration of basic and professional subjects, improvement of methodological instruments (classroom work, projects, self-study work, individual, distant forms; traditional, innovative, interactive methods; means of simulation, under clinic conditions, portfolio), resulting-reflexive block reflects and fixes the levels of future masters’ of dentistry praxeological competence formation according to its components and is based on correspondent criteria and indicators, gives a possibility to ascertain an obtained educational result according to defined levels (minimal and sufficient).
The model shows the researched process as an integral system that gives a possibility to correct the future masters’ of dentistry professional training according to the influence of internal and external factors on the educational process; to determine vectors of its evolution in the context of competence approach introduction into dental education
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Ceresia, Francesco. "The Role of Entrepreneurship Education in Fostering Entrepreneurial Intentions and Performances: A Review of 30 Years of Research." Equidad y Desarrollo, no. 31 (June 1, 2018): 47–66. http://dx.doi.org/10.19052/ed.4380.
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Many scholars have stressed on the strong relationships between entrepreneurship, self-employment and the labor market growth in contemporary society. Several training and academic programs have been designed and developed all around the world to increase entrepreneurial propensity. This article aims to show the empirical evidences about the effects of entrepreneurship education programs on perceived attractiveness and perceived feasibility of new venture initiation, entrepreneurship-related human capital assets and entrepreneurship outcomes. Moderators affecting the relationship between entrepreneurship education and entrepreneurial intentions and outcomes—such as the attributes of education itself, the individual’s background, and the contextual factors—have been analyzed. Explorations of the main theoretical frameworks that argue the positive relationships between entrepreneurship education and entrepreneurial intentions and performance have been conducted. Different pedagogical models adopted for entrepreneurship education programs have been compared. The study was conducted through the systematic literature review method, allowing the suggestion of evidence-based policies at an organizational and a national level of analysis. The role of entrepreneurship education in adjusting and refining the participants’ assessment of their own entrepreneurial aptitude can explain the small positive relationship between entrepreneurship education and entrepreneurial intentions revealed by several meta-analyses.
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Tsortanidou, Xanthippi, Thanasis Daradoumis, and Elena Barberá. "Connecting moments of creativity, computational thinking, collaboration and new media literacy skills." Information and Learning Sciences 120, no. 11/12 (November 11, 2019): 704–22. http://dx.doi.org/10.1108/ils-05-2019-0042.
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Purpose This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched. Design/methodology/approach This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills. Findings The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement. Originality/value The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.
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Roca, Esther, Patricia Melgar, Regina Gairal-Casadó, and Miguel A. Pulido-Rodríguez. "Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19." Sustainability 12, no. 11 (June 8, 2020): 4685. http://dx.doi.org/10.3390/su12114685.
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Background: Due to the expected increase in child abuse during the period of COVID-19 confinement, it is essential that social researchers and other professionals work together very quickly to provide alternatives that protect children. To respond to this extremely urgent demand, evidence-based actions are presented that are being carried out in nine schools in the autonomous communities of Valencia and Murcia, Spain, during the confinement with the goal of “opening doors” to foster supportive relationships and a safe environment to prevent child abuse. Methods: The research was conducted through the inclusion of teachers who are implementing these actions in dialogue with the researchers to define the study design, analysis, and discussion of the results. Results: Knowledge regarding six evidence-based actions is provided: (1) dialogic workspaces, (2) dialogic gatherings, (3) class assemblies, (4) dialogic pedagogical gatherings with teachers, (5) mixed committees, and (6) dynamisation of social networks with preventive messages and the creation of a sense of community, which are being implemented virtually.
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Buchanan, Steven, and Emma Nicol. "Developing health information literacy in disengaged at-risk populations." Journal of Documentation 75, no. 1 (January 14, 2019): 172–89. http://dx.doi.org/10.1108/jd-06-2018-0086.
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PurposeThe purpose of this paper is to advance our understanding of the challenges of health information literacy (IL) education in disadvantaged and disengaged at-risk populations; and from the perspective of professionals out with information professions occupying everyday support roles.Design/methodology/approachA qualitative in-depth case study. The participants were a team of UK Family Nurses providing outreach support to young expectant mothers from areas of multiple deprivations, and the mothers themselves. The data collection methods were observation, survey, interviews and focus groups.FindingsInformation needs of mothers are multiple, and not always recognised as information problems, or revealed. Several felt overwhelmed, and actively avoided health information. There is low awareness and/or use of state sources of online health information. Family nurses provide an important information intermediary role, but are unfamiliar with IL concepts and models; consequently, there is limited evidence of client transitions to independent information seeking, or underpinning pedagogical practices to achieve such goals.Research limitations/implicationsFurther research is required into appropriate pedagogical approaches to IL education adaptable to semi-structured everyday situations. Recognition of information need requires particular attention, including methods of elicitation and specification in the problematic context.Practical implicationsIn an era of digital transitions and public service reforms, the authors raise important questions regarding the true reach of public health policy.Originality/valueThe paper holistically examines nurse–client information behaviours, and extends the discussion of low IL in nurses beyond issues of evidence-based practice to issues of developing healthcare self-efficacy in at-risk clients.