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Ferreira, Jo-Anne, Lisa Ryan, and Daniella Tilbury. "Planning for Success: Factors Influencing Change in Teacher Education." Australian Journal of Environmental Education 23 (2007): 45–55. http://dx.doi.org/10.1017/s0814062600000707.
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AbstractTeacher education is widely recognised as a key strategy that is yet to be effectively utilised to embed environmental education and/or education for sustainability in schools. This paper reports on a research study that examined a range of pre-service teacher education initiatives, both in Australia and internationally, that were seeking to reorient teacher education towards environmental sustainability. This paper reports on six factors utilised across the initiatives that were critical to their success. These were (1) the nature and length of funding arrangements; (2) the range and quality of partnerships and networks; (3) the curriculum focus and the teaching and learning processes used; (4) the nature of, and incentives for, participant engagement; (5) the level at which a change was being sought; and (6) the use of evaluation as a tool for learning and ongoing improvement. This paper discusses why and how each of these six factors proved critical and explores the implications for initiatives seeking to reorient teacher education towards environmental sustainability.
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Alfaraidy, Hamdah Abdullah. "Factors Influencing Saudi Parents’ Choice of International Schools in Saudi Arabia." Journal of Research in International Education 19, no. 3 (2020): 220–32. http://dx.doi.org/10.1177/1475240920976259.
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The Saudi Ministry of Education has recently begun to allow all Saudi families to enroll their children in international schools. The international curriculum offered by such schools represents a notably different choice compared with Saudi traditional public and private schools, both of which teach the same state-mandated curriculum. As a result of the change, there has been a surge in demand for international education; the number of schools has increased rapidly, and there has been a steady “student leak” towards them and away from traditional schools. Little is known about why Saudi parents choose to enroll their children in international schools. We explored this question by surveying 431 Saudi parents of children attending such schools to identify the main factors contributing to their choice. Although all factors examined were important to parents, curriculum and overall school quality emerged as the most important; socioeconomic status was not influential in their decisions.
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Buckley, Ryan, Anthony Spadaro, Roy Rosin, Judy A. Shea, and Jennifer S. Myers. "Comparing the Effects of Design Thinking and A3 Problem-Solving on Resident Attitudes Toward Systems Change." Journal of Graduate Medical Education 13, no. 2 (2021): 231–39. http://dx.doi.org/10.4300/jgme-d-20-00793.1.
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ABSTRACT Background Quality improvement (QI) is a required component of graduate medical education. Many medical educators struggle to foster an improvement mindset within residents. Objective We conducted a mixed-methods study to compare a Design Thinking (DT) approach to QI education with a Lean, A3 problem-solving approach. We hypothesized that a DT approach would better promote a mentality of continuous improvement, measured by residents' resistance to change. Methods Thirty-eight postgraduate year 2 internal medicine residents were divided into 4 cohorts during the 2017–2018 academic year. One cohort participated in an experimental QI curriculum utilizing DT while 3 control cohorts participated in the existing curriculum based on Lean principles. Participants voluntarily completed a quantitative Resistance to Change (RTC) scale pre- and post-curriculum. To inform our understanding of these results, we also conducted semistructured interviews for qualitative thematic analysis. Results The effect size on the overall RTC score (response rate 92%) was trivial in both groups. Three major themes emerged from the qualitative data: factors influencing the QI learning experience, factors influencing creativity, and general attitudes toward QI. Each contained several subthemes with minimal qualitative differences between groups. Conclusions This study found similar results in terms of their effect on attitudes toward systems change, ability to promote creative change agency, and educational experience. Despite positive educational experiences, many residents still did not view systems-based problem-solving as part of their professional identity.
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Hidayati, Dian, and Andi Arif Rifa’i. "Factors Influencing Parents’ Decisions on Choosing an Islamic Primary School in Bandung Indonesia." Randwick International of Social Science Journal 1, no. 1 (2020): 121–26. http://dx.doi.org/10.47175/rissj.v1i1.15.
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The era of disruption has brought about the impact of fundamental changes in the digital-based information presentation globally. Easy access to information and communication through social networks makes children no longer care about the surrounding environment and tends to be "uncivilized". The condition makes parents try to instill a filter through the selection of schools with a religious character curriculum. That fact encourages the emergence of schools labeled with religion with "extra" religious curriculum offers. So, the considerations in choosing a school from a Muslim family, in particular, can indirectly be seen from the curriculum character offered by the school and the character of its graduates. The purpose of this study was to determine the factors that influence parents in choosing an Islamic school. The method used is quantitative with 100 parents who have school-age children from grade 1 to grade 3 who have a middle to the upper economic background in the Bandung. The results of the study found that the factors of parents choosing an Islamic primary school that has primary school graduates accustomed to speaking good words such as please, sorry, thank you and Toyyibah sentences, accustomed to pray 5 times a day, reading the Quran, memorizing the Quran and language skills (Indonesian and English)
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Barac, Karin, Marina Kirstein, Rolien Kunz, and Bernice Beukes. "Factors influencing students’ learning approaches in auditing." Meditari Accountancy Research 24, no. 3 (2016): 390–413. http://dx.doi.org/10.1108/medar-06-2013-0018.
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Purpose This paper aims to report on an investigation to understand factors influencing students learning approaches in the discipline of auditing. Design/methodology/approach By using the Approaches and Study Skills Inventory for Students research instrument the learning approaches of students in auditing at a South African residential university were measured on both undergraduate and postgraduate levels. This was followed by focus group discussions to obtain a deeper understanding of the factors that influenced the ways their audit studies were approached. Findings The results revealed a contrasting view with that presented in the literature, in that senior students were more inclined to adopt a surface approach. This could be attributed to learning environment dimensions such as the teaching and assessment practices as well as students’ perceptions of the workload. Further statistical analysis revealed that gender and race influenced students’ learning approaches at specific levels. Research limitations/implications The data are drawn from audit students at a residential university in South Africa; the findings of the study may thus not be generalisable beyond that context. Originality/value The study extends the existing student learning literature by adding perspectives from the discipline auditing. It could stimulate educators’ scholarly interest in pedagogic research which could contribute to curriculum and teaching method changes that equip audit educators to promote deep learning.
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Mann-Isah, Nabila Aisha, Nuzla Ameen, and Ghufran Jassim. "Career Choices Among Medical Students and Factors Influencing Their Choices." Global Journal of Health Science 11, no. 4 (2019): 132. http://dx.doi.org/10.5539/gjhs.v11n4p132.
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BACKGROUND: Physicians’ specialty choices have a direct impact on medical workforce. As medical students progress through medical school, it is observed that their interests in specialties change due to one reason or another. The aim of this study is to firstly identify factors that influence medical students’ career choices using a cross sectional study. Secondly, to analyze which factors are the most influential with the aim of informing the work force and curriculum developers and thus enhance the employability of graduates.
 
 METHODS: A computer generated random sample of 131 medical students was taken from the preclinical second-year medical students at the Royal College of Surgeons in Ireland-Medical University of Bahrain. Questionnaires were distributed face to face and later retrieved for data collection and analysis.
 
 RESULTS: Eighty-four (70%) students responded to the survey. Thirty-two (38.1%) of the respondents were male and fifty-two (61.9%) were female. The top three preferred specialty choices were Surgery 22 (26.5%) followed by Internal medicine 12 (14.5%) and Paediatrics 11 (13.3%). The most popular factor in specialty choice was interesting field and the least popular factor was geographical location of the hospital or health instituation.
 
 CONCLUSION: The top three career choices were selected because those students felt they were interesting fields. The least important factors were geographical location of the hospitals or health instituations, media influence and financial reasons respectively.
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Mouton, Nelda, and Gert L. Strydom. "Quality Education And The Impact Of Public And Independent Schools Writing The National Senior Certificate." International Business & Economics Research Journal (IBER) 13, no. 1 (2013): 157. http://dx.doi.org/10.19030/iber.v13i1.8366.
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A new education curriculum for a new democratic dispensation was welcomed and unavoidable in South Africa after the first democratic election in 1994. The main reason for this radical change within education was that policymakers needed to move away from the apartheid curriculum with all its attendant political baggage and address the laudable outcomes of skills, knowledge and values for purposes of achieving social justice, equality and development. Within this curriculum, the South African Schools Act (Act 84 of 1996) recognises two broad categories of schools public and independent schools. All public schools follow the National Curriculum Statement (NCS) and independent schools have the freedom to choose which curriculum and which examination body they want their learners to write, as long as the examining body is recognised by Umalusi. This article will reflect on the quality of education provided in schools by analysing the roles and impact of public and independent schools writing the National Senior Certificate in South Africa. It is important, in this context, to provide a historical overview of the background of examination bodies that have impacted on the South African school system. It is also deemed necessary to reflect on and discuss the public and independent school sector by focussing on factors influencing the logistical orientation of these sectors as well as reflecting on indicators influencing the Grade 12 examination. After analysing these factors and reflecting on issues that influence quality education in South Africa, recommendations will be made in an effort to contribute to the improvement of the standard of education in South Africa.
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Lee, Heewon, Isobel R. Contento, Pamela Koch, and Angela Calabrese Barton. "Factors Influencing Implementation of Nutrition Education in the Classroom: An Analysis of Observations in the Choice, Control, and Change (C3) Curriculum." Journal of Nutrition Education and Behavior 41, no. 4 (2009): S37—S38. http://dx.doi.org/10.1016/j.jneb.2009.03.045.
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Curtner‐Smith, Matthew D. "The More Things Change the More They Stay the Same: Factors Influencing Teachers' Interpretations and Delivery of National Curriculum Physical Education." Sport, Education and Society 4, no. 1 (1999): 75–97. http://dx.doi.org/10.1080/1357332990040106.
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Furtado, Vairi, and Ellen Kitson-Reynolds. "Changing the tide: influencing factors for midwives on vaginal breech birth skill acquisition." British Journal of Midwifery 29, no. 8 (2021): 454–62. http://dx.doi.org/10.12968/bjom.2021.29.8.454.
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Background Breech presentation at term occurs in 3%–5% of pregnancies. Many midwives are not skilled in vaginal breech births which affects the safety of vaginal breech birth. This research study begins to explore the influencing factors for skill attainment and potential areas for change to enhance education and competence. Method This was a small exploratory qualitative study that used a focus group with four participants for data collection. Findings The influence of internal and external factors in midwives' competence are represented by a ‘continuum of change’ and by moving from a place of fear to one of educational enlightenment. This encompasses three themes: ‘not a good place’, ‘changing the tide’ and ‘new normal’. Conclusion Education of student midwives and registered midwives is key in creating a safe space for vaginal breech births. Introducing normal physiology early in curriculums can impact the initial framing of vaginal breech birth. The uptake of specialised physiological breech birth training by registered midwives and other birth practitioners is upskilling all practitioners.
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Arthur, Michael, Julie Hook, and Nancy Butterfield. "Behaviour State: Exploring Issues in Best Practice for Students with the Most Severe and Multiple Disabilities." Australasian Journal of Special Education 19, no. 1 (1995): 37–44. http://dx.doi.org/10.1017/s1030011200023307.
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Behaviour state appears to be a powerful variable in students who experience the most severe and multiple disabilities, impacting upon the effectiveness of educational interventions and ultimately the quality of life experienced by individuals with such high support needs.Most recently, research attention has been paid to the many qualitative dimensions of behaviour state and although at an early stage, such studies have allowed for the delineation of important influencing factors in state change as well as serving to stimulate many new avenues for further research.This discussion paper will examine, albeit tentatively, the implications of current research in this area with respect to best practice, including aspects of curriculum design and professional development. How effectively does a functional curriculum articulate with the priorities and directions suggested by such research? How can teachers and others working in this area be supported in the provision of meaningful interventions which promote and produce increases in optimal behavioural states? The paper concludes by suggesting future directions for research and practice.
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Vanderwerff, Madelaine, and Pearl Herscovitch. "If You Build it, Will They (Really) Come? Student Perceptions of Proximity and Other Factors Affecting Use of an Academic Library Curriculum Collection." Evidence Based Library and Information Practice 16, no. 2 (2021): 70–88. http://dx.doi.org/10.18438/eblip29875.
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Objective – This study investigated student perceptions of an undergraduate university library’s curriculum collection, before and after a move to a new library building. The objective was to identify how factors such as proximity to program classrooms and faculty offices, flexible seating, accessibility, and other physical improvements to the space housing the collection impacted students’ perceptions. Methods – This longitudinal study conducted between 2016 and 2017 used a combination of methods to examine whether library use of a specialized academic library collection was impacted by a significant space improvement and change in location. A cohort of education students was surveyed before and after the construction of a new building that housed both the library and their department and co-located the curriculum collection with departmental teaching spaces. The students were surveyed about their use of the space and resources. The researchers then compared the survey results to circulation data. The researchers ground this study in Lefebvre’s spatial triad theory, applying it to library design and collection use (Lefebvre, 1992). Results – Researchers identified proximity to classrooms and general convenience as the dominant factors influencing students’ use of the collection. Survey results showed an increased awareness of the collection and an increase in use of the collection for completion of assignments and practicum work. Circulation data confirmed that between 2016-2019, there was a steady increase in use of the curriculum collection. Conclusion – Students’ responses revealed that physical characteristics of the space were less important than proximity, the major factor that impacted their use of the curriculum collection. This revelation confirms Lefebvre’s idea that spatial practice, i.e., how users access and use the space, is more significant and identifiable to students than the design and physical characteristics of the space.
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Melles, Gavin. "Views on education for sustainable development (ESD) among lecturers in UK MSc taught courses." International Journal of Sustainability in Higher Education 20, no. 1 (2019): 115–38. http://dx.doi.org/10.1108/ijshe-02-2018-0032.
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PurposeIn the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.Design/methodology/approachThis active interview study enrolled a cohort of academics (n= 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.FindingsIn addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.Practical implicationsFaculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.Originality/valueThematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new.
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Cruz, Jonas Preposi, Rhea Faye D. Felicilda-Reynaldo, Farhan Alshammari, et al. "Factors Influencing Arab Nursing Students' Attitudes toward Climate Change and Environmental Sustainability and their Inclusion in Nursing Curricula." Public Health Nursing 35, no. 6 (2018): 598–605. http://dx.doi.org/10.1111/phn.12516.
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K., Manasa, Mythily M. R., and Mudassir Azeez Khan. "Outlook of first year medical students in a Government Medical College in Mysuru." International Journal Of Community Medicine And Public Health 8, no. 5 (2021): 2447. http://dx.doi.org/10.18203/2394-6040.ijcmph20211771.
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Background: The medical field has been one of the top choices for students. It is one of the promising career choice but along with it the students have to go through long period of course and hard work. The aspirations and perception of students are important to make necessary changes in curriculum and work settings which in turn leads to quality output.Methods: The study was conducted among the first year medical students in the government medical college Mysore. The proforma included details about demographic characteristics and influencing factors to choose medical field.Results: Among 143 students, 97 were males and 46 females. 91 students entered the course in first attempt and 52 students in the subsequent attempts. The most important influencing factors to enter medical field were doing service, passion for the profession and parents wish.Conclusions: Self interest in medical field was main reason for joining course. Majority of the students were happy, proud but also felt fear and anxiety on joining the course.
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Chaykowski, Richard P., and Caroline L. Weber. "Alternative Models of Industrial Relations Graduate Programs in Canadian and U.S. Universities." Articles 48, no. 1 (2005): 86–100. http://dx.doi.org/10.7202/050833ar.
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The authors present the debate over whether or not industrial relations constitutes a discipline, and then discuss some of the implications of this debate for the development of industrial relations teaching units and curriculum content. Alternative organizational approaches to graduate-level study of industrial relations in Canada and the United States are broadly characterized as « sovereign Discipline » and « dependent field » models. The authors posit that the teaching model used is a direct reflection of whether or not the field of industrial relations is recognized as a sufficiently independent field of inquiry. Finally, the authors consider some of the factors influencing changes in program content and offer some implications of these factors for the future study of industrial relation.
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Poelman, Astrid A. M., Maeva Cochet-Broch, Bonnie Wiggins, et al. "Effect of Experiential Vegetable Education Program on Mediating Factors of Vegetable Consumption in Australian Primary School Students: A Cluster-Randomized Controlled Trial." Nutrients 12, no. 8 (2020): 2343. http://dx.doi.org/10.3390/nu12082343.
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Schools provide a relevant and equitable environment to influence students towards increased vegetable consumption. This study aimed to evaluate the effectiveness of a Vegetable Education Resource To Increase Children’s Acceptance and Liking (VERTICAL) for Australian primary schools (curriculum aligned and based on a framework of food preference development and sensory experiential learning) on positively influencing factors predisposing children towards increased vegetable consumption. The secondary aim was to evaluate two levels of teacher training intensity on intervention effectiveness. A cluster-RCT amongst schools with three conditions was conducted: 1 = teaching VERTICAL preceded by online teacher training; 2 = as per 1 with additional face-to-face teacher training; 3 = Control. Pre-test, post-test and 3-month follow-up measures (knowledge, verbalization ability, vegetable acceptance, behavioural intentions, willing to taste, new vegetables consumed) were collected from students (n = 1639 from 25 schools in Sydney/Adelaide, Australia). Data were analyzed using mixed model analysis. No difference in intervention effectiveness was found between the two training methods. Compared to the Control, VERTICAL positively affected all outcome measures after intervention (p < 0.01) with knowledge sustained at 3-month follow-up (p < 0.001). In conclusion, VERTICAL was effective in achieving change amongst students in mediating factors known to be positively associated with vegetable consumption.
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Heydarnejad, Tahereh, Azar Hosseini Fatemi, and Behzad Ghonsooly. "The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach." Journal of Language and Education, no. 1 (March 31, 2021): 98–110. http://dx.doi.org/10.17323/jle.2021.11103.
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Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.
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Fogarasi, Miklos C., Gerald R. Berg, and Roy P. Eichengreen. "Cancer survivorship in the primary care setting: A new medical school elective." Journal of Clinical Oncology 35, no. 5_suppl (2017): 15. http://dx.doi.org/10.1200/jco.2017.35.5_suppl.15.
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15 Background: Responding to calls for education in Cancer Survivorship, the Frank H. Netter MD School of Medicine introduced new content using an interactive student elective for Y2 medical students with the goal of improving medical knowledge and confidence in caring for survivors. Methods: Learning objectives and course content were developed based upon the ASCO curriculum (ASCO Core Curriculum for Cancer Survivorship Education Shapiro, CL et al, Journal of Oncology Practice Feb 2016 Vol. 12 (2) p 145-e117). Seven medical and one biomedical science student enrolled to complete the Sep-Dec 2016 course. Weekly sessions, facilitated by an Oncologist, utilize independent and collaborative learning, small group role playing, concept maps, algorithms and multiple case scenarios to identify and analyze key issues of survivorship. Co-facilitators with varied expertise and cancer survivors are invited weekly. Successful completion requires active participation, reading and discussion of required articles, contributing to a Glossary, and constructing a Survivorship Care Plan after independently interviewing a cancer survivor. A pre/post course questionnaire and reflective writing is used to assess change in knowledge and attitudes. Results: Weekly attendance was excellent, and students remained highly engaged. Sessions involving a geneticist, social worker, hospice nurse or APRN were well received. Students built a Glossary of cancer-terms, and practiced “Skills of the Week”. Pass/fail data and questionnaire data are pending, as the course is ongoing. Conclusions: Teaching cancer survivorship is feasible for Y2 students. Motivation and interest in the topic is high for this self-selected course. Based upon early observations and feedback the small group setting is valuable for interactions with survivors and inter-professional staff. Students recognize complex social factors influencing survivors’ care and combine knowledge from prior molecular biology, genetics, and physiology classes with the humanistic aspects of patient-centered care. If course evaluation data confirms its value, this curriculum may serve as one element of a multi-level graduate/post-graduate curriculum in Survivorship education.
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Rowling, Louise, and Jo Mason. "A Case Study of Multimethod Evaluation of Complex School Mental Health Promotion and Prevention: The MindMatters Evaluation Suite." Australian Journal of Guidance and Counselling 15, no. 2 (2005): 125–36. http://dx.doi.org/10.1375/ajgc.15.2.125.
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AbstractThere are a number of challenges and debates surrounding the implementation of mental health interventions in schools. These include recognising the complexity of influencing factors and the interdependency of key components; the critical importance of monitoring school-based implementation in particular contexts; employing multimethod evaluation designs that can capture the complexity; and judging success using mental health and educational outcomes. These factors are shaped by both mental health and educational research. The prevention paradox focusing on the whole population ‘prevents’ more illness than targeting programs to specific individuals, and is exemplified in school mental health promotion that utilises an ecological or whole school approach. MindMatters, an innovative Australian mental health promotion and pr evention program, illustrates the challenges in this new field of endeavour. Its design and implementation are consistent with recommended effective practice, a comprehensive program that targets multiple health outcomes in the context of a coordinated whole school approach (Jané-Lopis, Barry, Hosman, & Patel, 2005). MindMatters moves beyond the sole focus on the curriculum to acknowledge the key roles of teacher professional development and whole school change within a strengths-based approach. As recommended by Jané-Lopis et al. (2005) measures of key school mental health outcomes are being used, ranging from absenteeism and drop-out rates to the development of social skills and academic achievement. The MindMatters evaluation suite of five separate yet interrelated evaluation studies illustrates some of the complexity involved.
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Gager, Constance T., Laura A. Sanchez, and Alfred Demaris. "Whose Time Is It?" Journal of Family Issues 30, no. 11 (2009): 1459–85. http://dx.doi.org/10.1177/0192513x09336647.
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Children’s time use—and specifically the time they spend on household chores—is an important arena for understanding social change. However, few studies accurately depict the multiple factors influencing children’s household labor, including parent’s and children’s available time and parent’s levels of work/family stress. We address these gaps by exploring how parents’ and children’s time use and perceived stress constrains time for housework. We employ data on 3,560 households from a national survey of children’s time use. We find several factors elevate children’s housework hours, including parents’ work/family stress, fathers’ work hours, having more siblings, being female, and being an older child. Contrary to the time availability principle, children’s curricular and extracurricular activities and hours spent in paid labor are associated with more housework. A follow-up analysis suggests that this is not accounted for by an unmeasured family attribute promoting children’s achievement across multiple spheres of activity.
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Kamal, Prof Dr Syed Arif, Shahid Ali Khan, and Prof Dr Soniha Aslam. "A Model Football Academy for residents of Lyari Town, Karachi, Sindh, Pakistan." SKY-International Journal of Physical Education and Sports Sciences (IJPESS), no. 1 (December 1, 2020): 5–35. http://dx.doi.org/10.51846/the-sky.v4i1.813.
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This paper reviews and analyzes factors contributing to the rise and the fall of football game in Lyari Town. This town has the passion and the talent for football, which should be groomed to produce international players. A model football academy on the pattern of Grêmio (Brazil), Altınordu (Turkey), La Masia (Spain) and INF Clairefontaine (France) is proposed with football- oriented curriculum and international-level-football-training facilities on a green campus. The players are to be inducted at the age of 5 years after rigorous psychological and physical examinations as well as fitness testing. They study and play football here till they pass their Higher Secondary Certificate Examination. Measures are suggested for safety and security at campus as well as use and abuse of controlled substances. A survey was conducted to obtain opinions of footballers, coaches and general public in order to determine causes of decline of football in Lyari. The questionnaire was divided into 3 parts — lack of physical resources, noises influencing football game and shortage of human resources. The responses were indicative of the community‟s strong feeling that Lyarites can become international- standard footballers, if they are given the infrastructure and the facilities combined with motivation to achieve distinction. The proposed football academy should be the first step to change mindset of Lyarities from indulging in drugs and crime to healthy sport activities.
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Xie, Hui, Tianqing Sang, Wenting Li, et al. "A Survey on Perceptions of Complementary and Alternative Medicine among Undergraduates in China." Evidence-Based Complementary and Alternative Medicine 2020 (January 30, 2020): 1–8. http://dx.doi.org/10.1155/2020/9091051.
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In recent years, complementary and alternative medicine (CAM) is more widely known and used globally. This study was the first to investigate undergraduates’ attitude toward CAM, and influencing factors and barriers for students to use CAM. Students of five different grades in six universities of China were selected for this study from February to May 2019. First, the participants were divided into two groups based on their majors and fulfilled a previously validated 10-item CAM Health Belief Questionnaire (CHBQ) to evaluate their attitudes toward CAM. Second, the chi-square test was used to analyze the differences between the groups, and correlation analysis was conducted to investigate the relationship of the data between the two groups. Third, we used frequency analysis to identify the types that students wanted to study and the barriers to use CAM. The overall mean score of the CHBQ was 48.87 ± 8.594, which was higher than that in other countries. The students in lower grades had a stronger desire to learn CAM than those in higher grades (89% vs 83%, p<0.05). “Too time-consuming and bad tastes,” “Western medicine was enough,” and “lack of relevant knowledge” were found to be the main interruptions for students to use CAM. 82.3% of students wanted CAM to be incorporated into the curriculum and desired to learn more about CAM. 72.3% of the students who had never learned CAM wanted to know more about CAM. 55.5% of the students were willing to recommend CAM. Most undergraduates desired to learn more about CAM. It is necessary to introduce or integrate CAM courses into the present curriculum, and it should be started in the lower grades. We hope this study can provide evidence for the authority in China to make appropriate changes and integrate CAM into the college curriculum.
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M., Shreesha, and Sanjay Kumar Tyagi. "Effectiveness of animation as a tool for communication in primary education." International Journal of Educational Management 32, no. 7 (2018): 1202–14. http://dx.doi.org/10.1108/ijem-04-2016-0077.
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Purpose In the digital era, the dynamics of the communication process in classrooms have changed significantly. With the help of computer-mediated communication techniques, especially animation, teachers can deliver a distinct learning experience to students that can be fun, while presenting complex ideas in simpler forms. The purpose of this paper is to assess the effectiveness of animation in education, in the context of developing Asian countries, using Karnataka, an Indian state, as a study area. Design/methodology/approach This paper uses the field experimental method to assess animation’s effectiveness in education. Attempts are made to neutralize the influence of extraneous factors, such as psychological conditions, and the socio-economic background of students, while assessing academic performance. To achieve this, a fuzzy-set-theory-based two-sample statistical hypothesis test is used. Findings Results indicate that animation can be used as an effective tool for communication in pedagogy and, if used properly, can improve students’ academic performance in primary education, even in developing countries such as India. Research limitations/implications The paper’s limitations are explored, and point to how future research could use more advanced statistical tools to identify the motivational, behavioral, cognitive and psychological factors influencing students, when animation is used in education, and should perform a comparative analysis of the performance of students in developed and developing countries. Originality/value As the current study proves that animation is effective in education, even in developing countries such as India, efforts should be made to convert existing curricula into animated multimedia content. Currently, most government-run schools in India use traditional chalk-and-talk methods for teaching. The use of animated instructional material will help improve the standard of educational communication in classroom, and maintain consistency in delivering the curriculum.
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Wen, Lei, Hongwei (Chris) Yang, Danlu Bu, Lizabeth Diers, and Huaqing Wang. "Public accounting vs private accounting, career choice of accounting students in China." Journal of Accounting in Emerging Economies 8, no. 1 (2018): 124–40. http://dx.doi.org/10.1108/jaee-09-2016-0080.
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Purpose Built upon three components (attitudes, subjective norms, and perceived behavioral control) of the theory of planned behavior (TPB), the purpose of this paper is to analyze the factors that influenced accounting students’ intention to pursue public accounting instead of private accounting as their career choice in China. Design/methodology/approach The TPB is used to predict the rational intention of accounting students in this study. A binary logistic regression analysis was applied to test all hypotheses because of its suitability. Findings The authors find that the variety and marketability of public accounting experiences, high turnover plus, low firm cohesion in the workplace, and perceived difficulties in traveling extensively affected students’ intentions to pursue the public accounting profession significantly. By highlighting these factors that affect students’ intention to pursue public accounting, this paper has important implications for the accounting educators and other stakeholders in China and other emerging economies. Originality/value By understanding the factors influencing the accounting students’ interests in pursuing public accounting, accounting educators and accounting firms could make some changes, redesign accounting curriculum, and enhance internship experience and recruiting process in order to increase more interests in public accounting. Professional organizations and policy makers might learn some lessons to take some actions to encourage young accounting professionals to work for public accounting firms. Moreover, this study has provided a valuable perspective to accounting educators, practitioners, and policy makers in other emerging economies with the same shortage of qualified public accountants.
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Zia-ur-Rehman, Muhammad, and Majid Rashid. "Role of “haraam” practices on behavior and performance of employees: a case study of business organization." Emerald Emerging Markets Case Studies 2, no. 8 (2012): 1–3. http://dx.doi.org/10.1108/20450621211298098.
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Subject area Management sciences (organizational behavior). Study level/applicability The case is suitable for MBA students, employees of any organization, human resource practitioners, organization administrators, human resource directors and senior line management. Case overview The study deals with unethical or “haraam” practices at the workplace. It is based on the observation of the researchers. The business organization was selected and the behavior of employees was observed for two months. An interesting behavior of an employee was observed and the change in behavior was followed. The study describes the various factors influencing the behavior and performance of the employee and emphasis is made on the “haraam” practices of drinking alcohol and unacceptable behavior. The focus is on the performance of the employee. Major events and changes were elaborated to deduce the descriptive cause and effect results based on observation. It was found that behavior as well as performance was reduced due to “haraam” practices, which can be a lesson for other employees to follow as well as for managers to devise strategies in order to improve the most important resource of their organization, i.e. the human resource. Expected learning outcomes As this case was designed for an executive education programme, no detail regarding where it fitted into the curriculum is applicable as would be the case with cases designed for students. The case is intended to develop skills in students to creatively approach a common and wide spread problem and to think about the solution in an innovative way. The overall purpose of the case is to engage human resource practitioners (students) in creatively constructing innovative solutions to address the problem of compulsive drinking in the organizational environment. Supplementary materials Teaching notes are available, please consult your librarian for access.
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Nachmias, Stefanos, Brendan Paddison, and Chris Mortimer. "Recession: a chance for hospitality SMEs?" Education + Training 56, no. 5 (2014): 414–29. http://dx.doi.org/10.1108/et-04-2013-0056.
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Purpose – The research takes a comprehensive evaluation of hospitality students’ perceptions towards small and medium sized enterprises (SMEs) employment and explores whether the current recession and labour market changes influence hospitality students career-related decisions. Such exploration would provide vital information as to how the new economic environment has modified the nature and context of hospitality students perceptions towards SMEs. The paper aims to discuss these issues. Design/methodology/approach – The research focuses on a constructionist philosophy in order to interpret how hospitality students construct of career choice. The qualitative methodology adopts semi-structured interviews in order to explore the socially constructed views of hospitality students’ perception of SMEs employment. Findings – In spite of recessional challenges which particularly affect the graduate labour market, the research confirms the original academic arguments that socially constructed barriers and influencing factors do not highlight SMEs as an attractive first employment destination. Practical implications – This research recognises the need to reconsider the curriculum for hospitality students to embed the notion of SMEs as a possible career choice. Social implications – Socially SMEs have not either historically or in the present day been seen as providing adequate resources for graduates entering the world of work. Such an implication has a considerably impact upon the supply and demand side of SMEs graduate labour market. Originality/value – The economic downturn now poses a real challenge for new graduates as it is difficult to predict and discuss future labour market issues and trends. The research allows key stakeholders in graduate employment to understand the effects of the economic environment to graduate SMEs perceptions and take measures in improving SMEs-graduate employment in hospitality.
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Stone, David C. "Student success and the high school-university transition: 100 years of chemistry education research." Chemistry Education Research and Practice 22, no. 3 (2021): 579–601. http://dx.doi.org/10.1039/d1rp00085c.
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The 100th anniversary of the first article (published in 1921) examining student success and the high school to university transition in chemistry provides an excellent opportunity to consider what has – and has not – changed in chemistry education. This review details the development and findings of chemistry education research specifically as it relates to student learning and success over this extended time period. After considering the changing educational context and definition of success, this research will be described under three main themes: different ways of knowing (learning objectives and outcomes), thinking (scientific reasoning and problem solving), and learning (preferences and approaches to studying). A key finding is that while our understanding of effective teaching and learning has advanced significantly since the early 1900s, so too have the curriculum expectations and cognitive demands placed upon students increased significantly. Thus despite the many advances and innovations in chemistry education, an achievement gap persists between high school and post-secondary education for many students to this day. A comprehensive picture of the factors influencing student success developed from the research literature not only helps understand this disconnect; it also provides an opportunity to reflect on lessons learned for teaching, learning, and directions for future research.
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Kanchier, Carole, and Wally R. Unruh. "Factors influencing career change." International Journal for the Advancement of Counselling 12, no. 4 (1989): 309–21. http://dx.doi.org/10.1007/bf00123259.
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Raja, Ashrof, G. Jahnavi, and Satya Ranjan Patra. "Career choices of the first year students of Madha Medical College." International Journal Of Community Medicine And Public Health 4, no. 4 (2017): 1094. http://dx.doi.org/10.18203/2394-6040.ijcmph20171330.
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Background: It is not very clear about the factors that influence the career choices of the undergraduate medical students. Experiences in the college during their curriculum are the strong determinants in developing an attitude to different subjects and attitude plays a very important role in choosing the speciality. This study is sought to find out the career choices of the first year medical students and what influenced them to take up that particular careerMethods: A cross sectional questionnaire based study was conducted in the first semester students of the Madha Medical College. The questionnaire was designed to find out the first choice of speciality, awareness of various subjects taught in a medical college, location preferences, and reasons influencing the preference, education level and occupation of their parents.Results: Out of a total of 150 students 141 (94%) were present on that day who had completed the questionnaire successfully. The mean age of the students was 17.8±0.6 (min=17, max=20). About 54% of the students were females and the rest 46% were males. The students belonging to urban area were 67% and that of rural area were 33%. The reasons quoted by the students for joining the MBBS course were personal interest 82%, parent’s interest 18%. None of the students could correctly answer the number of subjects taught in a medical college during the course. About half of the students did not know the duration of a specialization course after MBBS. The students interested to do specialization were 97% and interested to do IAS, or IPS were 2%. The most preferred career choices among the students were clinical subjects (71%), of which General Medicine and obstetrics & gynecology topped the list, followed by surgery and paediatrics; 24% chose pre-clinical subjects and anatomy was the most favoured, followed by physiology and the least preferred was biochemistry; only 2% were interested in paraclinical subjects of which community medicine, pharmacology and forensic medicine shared equal status but none of them wanted to specialize in pathology and microbiology. Personal interest was rated among 81% of the students in influencing their choice of speciality. After completion of education about 45% of the students wanted to settle in urban area and equal percentage of students in rural area. The students who wanted to settle in India after specialization was 87%, who wanted to go abroad were 7%. About 46% of the students wanted to join the corporate set up after specialization, 36% wanted to become private practitioners. About 46% of the students felt that 1 year is adequate for basic sciences.Conclusion: The career choices among the students of our institution were biased among the clinical subjects. The choices may change during the course of time which would be followed up. The role modelling by the faculty could be a factor in influencing their choices.
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Rawal, Surabhi, Laura Nimmon, and Caron Strahlendorf. "EXPLORING EMPATHY IN PEDIATRICS RESIDENTS AT AN URBAN CHILDREN’S HOSPITAL IN CANADA." Paediatrics & Child Health 23, suppl_1 (2018): e51-e51. http://dx.doi.org/10.1093/pch/pxy054.129.
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Abstract BACKGROUND Empathy is fundamental to the physician-patient relationship, promoting both patient compliance and increased treatment efficacy. Studies attempting to quantify changes in empathy during residency are inconsistent in their findings; those examining paediatrics training specifically, are no more definitive. The mixed conclusions may stem from the use of self-reporting scores, which may fail to capture the essence of the effect. OBJECTIVES This study aimed to explore the state, and map a trajectory, of empathy in paediatrics residents, to identify factors influencing the learning and retention of empathy. DESIGN/METHODS This qualitative descriptive study was conducted at an urban children’s hospital in Canada. A constructivist phenomenological approach was used. Participants were recruited for semi-structured interviews via a purposive sampling strategy; thereafter, a thematic analysis was employed. Emerging themes were discussed at research meetings. Sufficiency was felt to be achieved after ten interviews. RESULTS Senior residents reported an overall increase in empathy, in part attributed to a better understanding of paediatric illnesses and greater perspective of the impact on families. There appeared to be a reconciliation with the changing shape of their empathy: managerial and administrative responsibilities could be performed empathically if patient priorities remained a central objective. Challenges to the retention of empathy correlated with published literature: time constraints, compassion fatigue and burnout with poor coping, and the hidden curriculum. Empathy was learned from role modelling by peers, preceptors, and other health care providers. Resident resilience, as a product of personal adversity, was protective against the loss of empathy; this could be considered in the postgraduate admissions process, and should be fostered with resident wellness strategies. Residents advocated for increased autonomy and patient ownership, and fuller exposure to longitudinal care, including the patient’s social context and home life, both of which could be considered as additions to residency training curricula to increase resident empathy. CONCLUSION Residents demonstrated an increase in empathy during training. Resident resilience is valuable in protecting empathy and could be considered in admissions processes. Longitudinal clinics and home visits should be considered as additions to residency training curricula.
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RAMALINGASWAMI, V. "Factors Influencing the Development of a Curriculum*." Medical Education 1, no. 4 (2009): 251–54. http://dx.doi.org/10.1111/j.1365-2923.1967.tb01712.x.
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Jack Walker, H., Achilles A. Armenakis, and Jeremy B. Bernerth. "Factors influencing organizational change efforts." Journal of Organizational Change Management 20, no. 6 (2007): 761–73. http://dx.doi.org/10.1108/09534810710831000.
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Greenbank, Paul. "Competing in the graduate labour market: Student perspectives on (not) participating in extra-curricular activities." Journal of Teaching and Learning for Graduate Employability 5, no. 1 (2014): 63–79. http://dx.doi.org/10.21153/jtlge2014vol5no1art568.
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In order to be able to compete in an increasingly competitive graduate labour market students need to develop their 'personal capital'. Participation in a range of relevant extra-curricular activities (ECAs) is a key element to the development of personal capital. This paper carried out in-depth interviews with undergraduates in the first and final years of their studies in order to understand the factors influencing their level of participation in ECAs. The research found that participation in ECAs was generally limited (with little change occurring during the three years of their degree), particularly in relation year-long work placements, volunteering and sporting and cultural activities. Students often engaged in part-time working, but this was for financial reasons, with few students regarding part-time working as a way of developing their employability. The students underlying values, especially their present-time orientation, and the desire to enjoy a particular student life-style, were acting as barriers to engaging in the type of ECAs that would help them to develop their personal capital. This paper suggests that we may be able to motivate students to participate in ECAs by encouraging them to be future-orientated, less risk averse and willing to adopt a more strategic (i.e. 'player') approach to developing their personal capital. The paper proposes that this can be achieved by encouraging students to write about their future possible selves and asking them to undertake research into the different career options open to them.
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Toding, Martin, and Urve Venesaar. "Discovering and developing conceptual understanding of teaching and learning in entrepreneurship lecturers." Education + Training 60, no. 7/8 (2018): 696–718. http://dx.doi.org/10.1108/et-07-2017-0101.
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Purpose The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience. Design/methodology/approach The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education. Findings The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning. Practical implications The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design. Originality/value This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.
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Zakaria, Muhammad, Farzana Karim, Subarna Mazumder, Feng Cheng, and Junfang Xu. "Knowledge on, Attitude towards, and Practice of Sexual and Reproductive Health among Older Adolescent Girls in Bangladesh: An Institution-Based Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 21 (2020): 7720. http://dx.doi.org/10.3390/ijerph17217720.
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Improving the sexual and reproductive health (SRH) of adolescent girls is one of the primary aims of the Sustainable Development Goals (SDGs). Adequate and accurate knowledge, a favorable attitude, safe behavior, and regular practice contribute to adolescent girls’ SRH, maternal health, and child health. Considering this, this study aims to explore the level of knowledge, attitudes, and practices (KAP) of SRH among college-going older adolescent girls in Chittagong district, Bangladesh. An institution-based cross-sectional study was conducted in four colleges among the older adolescent girl age group of 16–17 years old (N = 792) attending a higher secondary grade in Chittagong district. Data were collected using a structured and self-administered questionnaire. Descriptive statistics and multiple linear regression analyses were used to summarize the SRH-related KAP and identify the associated factors, respectively. The level of knowledge about puberty, family planning, maternal health, and HIV/AIDS was not satisfactory among the older adolescent girls. Different myths are common in the rural area with regards to menstruation, which impose several restrictions on adolescent girls and adult women. Standardized coefficients of beta (β) and p value < 0.05 in linear regression analyses demonstrated that being a student of the science group (β = 0.29, p < 0.001) and reading about or watching SRH issues on media (β = 0.21, p < 0.001) were significantly associated with older adolescent girls’ high level of knowledge in this regard. Furthermore, being a student of the science group (β = 0.17, p < 0.001), urban residence (β = 0.20, p < 0.001), regular SRH communication (at least once a month) with a mother/sister/friend (β = 0.10, p = 0.003), and reading or watching any SRH content on media (β = 0.22, p < 0.001) appeared as predictors of adolescent girls’ positive attitude towards SRH issues. Moreover, being a student of the science group (β = 0.07, p = 0.048), urban residence (β = 0.22, p < 0.001), regular SRH discussions with a mother/sister/friend (β = 0.09, p = 0.005), pre-knowledge on periods before menarche (β = 0.12, p < 0.001), and reading or watching any SRH content on media (β = 0.18, p < 0.001) are the most important factors influencing a regular hygienic practice of SRH. This study suggests strengthening SRH-related comprehensive education programs incorporated into the curriculum, the effective use of mass media, and supplying behavioral change communication materials.
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Doucette, William R., Justin C. Nevins, Caroline Gaither, et al. "Organizational factors influencing pharmacy practice change." Research in Social and Administrative Pharmacy 8, no. 4 (2012): 274–84. http://dx.doi.org/10.1016/j.sapharm.2011.07.002.
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Rajasekhar, Praveen T., Colin J. Rees, Catherine Nixon, James E. East, and Sally Brown. "Factors influencing change in clinical practice." International Journal of Health Care Quality Assurance 29, no. 1 (2016): 5–15. http://dx.doi.org/10.1108/ijhcqa-09-2014-0093.
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Purpose – The quality improvement in colonoscopy study was a region wide service improvement study to improve adenoma detection rate at colonoscopy by implementing evidence into routine colonoscopy practice. Implementing evidence into clinical practice can be challenging. The purpose of this paper is to perform a qualitative interview study to evaluate factors that influenced implementation within the study. Design/methodology/approach – Semi-structured interviews were conducted with staff in endoscopy units taking part in the quality improvement in colonoscopy study, after study completion. Units and interviewees were purposefully sampled to ensure a range of experiences was represented. Interviews were conducted with 11 participants. Findings – Key themes influencing uptake of the quality improvement in colonoscopy evidence bundle included time, study promotion, training, engagement, positive outcomes and modifications. Areas within themes were increased awareness of quality in colonoscopy (QIC), emphasis on withdrawal time and empowerment of endoscopy nurses to encourage the use of quality measures were positive outcomes of the study. The simple, visible study posters were reported as useful in aiding study promotion. Feedback sessions improved engagement. Challenges included difficulty arranging set-up meetings and engaging certain speciality groups. Originality/value – This evaluation suggests that methods to implement evidence into clinical practice should include identification and empowerment of team members who can positively influence engagement, simple, visible reminders and feedback. Emphasis on timing of meetings and strategies to engage speciality groups should also be given consideration. Qualitative evaluations can provide important insights into why quality improvement initiatives are successful or not, across different sites.
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Crocker, Robert K., and Helen Banfield. "Factors influencing teacher decisions on school, classroom, and curriculum." Journal of Research in Science Teaching 23, no. 9 (1986): 805–16. http://dx.doi.org/10.1002/tea.3660230905.
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Nazatul Faiza Syed Mustapha Nazri, Sharifah, Malcolm Smith, and Zubaidah Ismail. "Factors influencing auditor change: evidence from Malaysia." Asian Review of Accounting 20, no. 3 (2012): 222–40. http://dx.doi.org/10.1108/13217341211263274.
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McClymont, Hoda, Jeff Gow, Margee Hume, and Chad Perry. "Factors influencing back pain treatment behaviour change." Journal of Service Theory and Practice 25, no. 5 (2015): 592–620. http://dx.doi.org/10.1108/jstp-04-2014-0065.
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Purpose – The authors seek to better understand the critical incidents and factors that influence the switching behaviours of back pain sufferers who use mainstream and/or complementary and alternative medicine (Edvardsson, 1998). That is, the purpose of this paper is to uncover how they switch between treatments and treatment providers; in particular, this research investigates two issues: the triggers of their switching and their switching paths, and how their emotions are involved in that switching. The contribution is the first empirical foundation for an understanding of these two issues in the context of back pain. Design/methodology/approach – The qualitative technique of convergent interviewing was used. It involved conducting a series of long, initially rather unstructured interviews to converge on the important topic areas to the back pain sufferers and why they engage in their treatment behaviour. Findings – This study investigated the triggers and categories of triggers that impact upon switching behaviours between bio-medical and CAT healthcare. Four main areas of findings were identified. First, although the literature identified four categories of triggers for switching, namely, situational, reactional, influential and personal characteristics, the findings of this research confirmed only two of these: reactional and situational triggers. The influential category of triggers was found to be more of a moderating factor between switching triggers and switching behaviours rather than a trigger factor on its own. Further, no evidence came to light that could confirm or disconfirm the roles of personal characteristics on switching behaviour and so this issue remains unresolved. Research limitations/implications – The methodology used in this research was an exploratory one and so the findings must be used with caution. Further research, using a more quantitative methodology, is warranted to confirm the findings of this research. Also, this research focused on a subset of switching issues and so might not provide a holistic framework. Future investigations should therefore consider and clarify the role of emotion, time and voice in the switching model devised from this study. Originality/value – This paper provides new evidence on the reasons for back pain sufferers consuming different treatment modes and the reasons for their switching and includes an exploratory investigation of the role of emotions in this decision making.
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Parsons, Gerald M. "Ethical factors influencing curriculum design and instruction in technical communication." IEEE Transactions on Professional Communication PC-30, no. 3 (1987): 202–7. http://dx.doi.org/10.1109/tpc.1987.6449076.
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Yasin, Nabilah, and Hamidah Yamat. "Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum." International Journal of English Language Studies 3, no. 2 (2021): 44–51. http://dx.doi.org/10.32996/ijels.2021.3.2.6.
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English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.
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Mukhtar, Sajida, Abdul Hameed, and Seema Arif. "Factors Influencing the Successful Curriculum Implementation in Secondary Schools of Punjab." Global Educational Studies Review V, no. III (2020): 340–49. http://dx.doi.org/10.31703/gesr.2020(v-iii).33.
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The role of the principal has been explored through using Goleman's leadership styles and leadership strategies in curriculum implementation. However, there are certainly other factors as well which influence successful curriculum implementation, such as teaching characteristics and provision of facilities. The data was collected from 600 teachers and 36 headteachers across Punjab using multistage sampling. The data were organized and recorded with SPSS 21. Descriptive and inferential analysis was used to determine the interactive effect of factors (leadership styles, teaching characteristics, and leadership strategies) in curriculum implementation. The results indicate that both dissonant and resonant leaders achieve their objectives in different ways. Resonant leaders adopt more visionary and coaching style to be successful with progressive teachers; whereas, dissonant leaders use the more commanding style with traditional teachers. Content analysis has been used to analyze structured interviews with headteachers; comparison between the responses of teachers and school principals helped us to identify gaps in leadership and successful implementation of the curriculum.
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Buchanan, Michael T. "Factors that impede curriculum change: a preliminary report." British Journal of Religious Education 28, no. 1 (2006): 51–63. http://dx.doi.org/10.1080/01416200500273646.
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Knight, B. "Factors Influencing Therapist-rated Change in Older Adults." Journal of Gerontology 43, no. 4 (1988): P111—P112. http://dx.doi.org/10.1093/geronj/43.4.p111.
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Jereb, Eva. "Elements Influencing Study Success." Organizacija 43, no. 1 (2010): 9–20. http://dx.doi.org/10.2478/v10051-010-0002-5.
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Elements Influencing Study SuccessStudy success can be influenced by following factors: (i) social elements (social class position, parents' education, parents' profession, parents' income); (ii) student-related factors (motivation, aptitude, effort, IQ, time spend on study, opportunity to learn, pre-university education); (iii) quality of instruction (organisation, course material, communication, assignments, exams, grading, course outcomes); (iv) curriculum (number of courses, sequence of courses, test schedule, system-block or parallel); (v) government (grant, student accommodation). In the paper the influence of these factors on study success is presented. Social and academic integration are central aspects. In the research we found out that "social elements" greatly influence the decision to enrol, but have less influence on marks received and the duration of study. Grants also greatly influence study success. We were surprised when we found out that factors from the "quality of instruction" group can only explain 12.3% of the variance of exam results.
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Jorgensen, Lindsey, and Michelle Novak. "Factors Influencing Hearing Aid Adoption." Seminars in Hearing 41, no. 01 (2020): 006–20. http://dx.doi.org/10.1055/s-0040-1701242.
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AbstractIn the field of audiology, change is inevitable: changes in technologies with hearing devices, changes in consumer knowledge, and changes in consumer-driven solutions. With these changes, the audiologist must adapt to meet the needs of the consumer. There are potential predictors that the audiologist could use to determine who is more likely to pursue and use amplification; by using these data, the audiologists may increase their productivity and increase patient satisfaction. The goal of this article is to investigate the MarkeTrak 10 (MT10) data to determine the trends in adoption and use of hearing aids as well as examine predictive factors that can be used to determine hearing aid adoption.
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Stiles, Beverly L., and Howard B. Kaplan. "FACTORS INFLUENCING CHANGE BEHAVIOR: RISK REDUCTION FOR HIV INFECTION." Social Behavior and Personality: an international journal 32, no. 6 (2004): 511–34. http://dx.doi.org/10.2224/sbp.2004.32.6.511.
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Theoretically informed models are estimated that specify main and interaction effects of a general change to safer/healthier behavior. The subjects of this study are participants in an ongoing longitudinal panel study of adaptations to stress. The sample consists of a portion of those identified in their mid-twenties (Time 4) as at high risk for HIV infection and successfully reinterviewed. A matched group of those at Time 4 who were at low risk for HIV infection were also reinterviewed as part of this analysis. One Ordinary Least Square regression model was estimated in which five independent variables, six control variables, and ten interaction terms are regressed on the dependent variable. In general, the results support many of the factors of the Health Belief Model (HBM), but provide other factors, including interaction effects, which are also relevant to a general change in behavior.
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Dolnykova, A. A. "Different factors influencing the decision to change the gender." European Psychiatry 13, S4 (1998): 287s. http://dx.doi.org/10.1016/s0924-9338(99)80559-8.
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