Log in

Relevant bibliographies by topics / Standard critial education / Journal articles

To see the other types of publications on this topic, follow the link: Standard critial education.

Journal articles on the topic 'Standard critial education'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Standard critial education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Calle Díaz, Luzkarime. "Citizenship Education and the EFL Standards: A Critical Reflection." PROFILE Issues in Teachers' Professional Development 19, no. 1 (January 1, 2017): 155. http://dx.doi.org/10.15446/profile.v19n1.55676.

Full text

Abstract:

The reconfiguration of geographical and cultural boundaries has caused a growing concern among countries in regard to raising awareness of the importance of educating people to become “citizens of the world.” The language classroom seems to be the ideal place to incorporate the teaching and learning of global citizenship education, given its cross-cultural nature. This article intends to analyze the potential opportunities for the development of global citizenship education in the English as a foreign language classroom through a documentary analysis of the national standards and its connection to the national citizenship competences standards and the UNESCO global citizenship education topics and learning objectives. Finally, important recommendations are given to foster global citizenship in the English language classroom.

APA, Harvard, Vancouver, ISO, and other styles

2

Forawi, Sufian A. "Standard-based science education and critical thinking." Thinking Skills and Creativity 20 (June 2016): 52–62. http://dx.doi.org/10.1016/j.tsc.2016.02.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Amrullah, Muhlasin, and Khizanatul Hikmah. "Pendidikan Ramah Anak Dalam Standar Nasional Pendidikan Indonesia [Child Friendly Education in Indonesia's National Education Standards]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (April 16, 2019): 1. http://dx.doi.org/10.21070/pedagogia.v8i1.1883.

Full text

Abstract:

The aim of this study is to find out child-friendly education within the framework of national education standards. This research is library research whose main sources are library data, all library data are analyzed by data analysis techniques with comparative descrip- tive techniques and critical analysis. Based on the results of educational research in Indonesia, it must at least meet the standards set by the government or known as BNSP badan nasional standar pendidikan or the minimum criteria must be met by educational institutions in conducting education, including 1) Competency Standards for Graduates, 2) Standard Contents 3 ) Process Standards, 4) Education Standards and Education Per- sonnel, 5) Facilities and Infrastructure Standards, 6) Management Standards, 7) Educa- tion Financing Standards, 8) Educational Assessment Standards, out of the eight criteria, education must fulfill the child-friendly elements, according to children's needs, providing affordable access to infrastructure for children, and providing comfort from all threats that threaten children both psychologically and physically.

APA, Harvard, Vancouver, ISO, and other styles

4

Speicher, Barbara L., and Jessica R. Bielanski. "Critical Thoughts on Teaching Standard English." Curriculum Inquiry 30, no. 2 (January 2000): 147–69. http://dx.doi.org/10.1111/0362-6784.00160.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Peterson, Cynthia K., Maria Browning BSc, Cert Med, and Kenneth Vall DC. "The European Council on Chiropractic Education identification of critical standards to accredit chiropractic programs: a qualitative study and thematic analysis." Journal of Chiropractic Education 33, no. 2 (April 25, 2019): 145–50. http://dx.doi.org/10.7899/jce-18-21.

Full text

Abstract:

Objective: The objectives for this project were to: (1) identify and agree upon “critical standards” that must be “fully” or “substantially compliant” for a maximum 8-year reaccreditation, (2) compare recent compliance for each critical standard for all accredited programs, and (3) identify which standards have lower compliance levels compared to others. Methods: This qualitative study uses thematic analysis. The 37 European Council on Chiropractic Education (ECCE) standards were assessed by the Quality Assurance Committee (QAC) to identify “critical standards” requiring “fully” or “substantially compliant” ratings for the maximum 8-year accreditation time period. These were approved by the entire ECCE. A table identifying specific criteria for each compliance level then was created. The most recent evaluation reports for all accredited programs were reviewed to record compliance levels for each critical standard and identify the number falling below the status of “substantially compliant”. Specific standards with the highest proportion falling below “substantially compliant” also were identified. Results: Eighteen of 37 standards were deemed critical. Two of 10 accredited programs had 0 “critical standards” below “substantially compliant” and two programs had three below this level. The most common standard to fall below “substantially compliant” was “faculty recruitment” with three programs (30%) at “partially compliant.” Conclusion: Identification and approval of “critical standards” requiring at least substantial compliance and the compliance criteria table facilitate implementation of the flexible 8-year reaccreditation period, providing the flexibility needed to work collaboratively with national accrediting agencies. “Faculty recruitment” standard had the highest percentage of programs rated as “partially” compliant.

APA, Harvard, Vancouver, ISO, and other styles

6

Utt, Jamie. "A Case for Decentering Whiteness in Education." Ethnic Studies Review 41, no. 1-2 (2018): 19–34. http://dx.doi.org/10.1525/esr.2018.411205.

Full text

Abstract:

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

APA, Harvard, Vancouver, ISO, and other styles

7

Ahn, Yang Heui. "Critical Thinking and the Standards of Nursing Education." Journal of Educational Evaluation for Health Professions 1 (January 31, 2004): 99. http://dx.doi.org/10.3352/jeehp.2004.1.1.99.

Full text

Abstract:

Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

APA, Harvard, Vancouver, ISO, and other styles

8

Susetyo, Budi. "COMPARING MODELS OF ACCREDITATION AND ACADEMIC PERFORMANCE RELATIONSHIP USING GENERALIZED STRUCTURAL COMPONENT ANALYSIS." International Journal of Research -GRANTHAALAYAH 8, no. 2 (May 28, 2020): 63–71. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.185.

Full text

Abstract:

The National Education Standards Board in Indonesia is an independent and professional institution which maintain and control the quality of education. The National Examination is one of indicator which can be used as a basis for evaluating quality of education. National Accreditation Board for Schools conducts assessment to the schools on fulfillment of the established standards through accreditation process. There are several theoretical models of relationship between 8 national education standards for describing causality each other. The objective of this study are (1) to compare and determine the best model of the relationship between eight standards using generalized structured component analysis; and (2) to evaluate validity of indicators of accreditation instrument. It has been concluded that the model published by the Ministry of Education and Culture (2017) was the best model. AVE and Cronbach’s alpha showed that score on Mathematics, Science, English and Indonesian Language are important indicators for academic performance. Critical ratio and variance inflation factor showed that there are 13 of 124 indicators of accreditation instrument are not valid. Analysis of structural model showed that school management has a big influence on standard of teachers and education staff. In addition, curriculum, standard of competency, standard of assessment and standard of process have direct influences to academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

9

Wyse, Adam E. "A Critical Look into the Beuk Standard‐Setting Method." Educational Measurement: Issues and Practice 39, no. 1 (February 26, 2020): 52–60. http://dx.doi.org/10.1111/emip.12317.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Newman, Michael, and David Hanauer. "The NCATE/TESOL Teacher Education Standards: A Critical Review." TESOL Quarterly 39, no. 4 (December 1, 2005): 753. http://dx.doi.org/10.2307/3588536.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Kaplan, Lewis J. "Standards for Education and Credentialing in Critical Care Medicine." JAMA 305, no. 3 (January 19, 2011): 296. http://dx.doi.org/10.1001/jama.2010.1997.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Alspach, JG. "Implementing the Education Standards for Critical Care Nursing: Part III. The implementation standards." Critical Care Nurse 8, no. 4 (July 1, 1988): 2–3. http://dx.doi.org/10.4037/ccn1988.8.4.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Erickson, Julie, and Richard Lehrer. "The Evolution of Critical Standards As Students Design Hypermedia Documents." Journal of the Learning Sciences 7, no. 3 (July 1, 1998): 351–86. http://dx.doi.org/10.1207/s15327809jls0703&4_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Shaikh, Zuber Mujeeb. "Critical Analysis of Staff Qualifications and Education Standards in JCI and Medical Staff & Staffing Management Standards in DNV Accreditation for Hospitals." International Journal of Emerging Research in Management and Technology 6, no. 7 (June 29, 2018): 331. http://dx.doi.org/10.23956/ijermt.v6i7.235.

Full text

Abstract:

The Staff Qualifications and Education (SQE) is a chapter in the Joint Commission International (JCI) Accreditation (Fifth Edition)[i] which describes the standards of Medical Staff & Staffing Management Standards in DET NORSKE VERITAS (DNV) Standard, Interpretive Guidelines and Surveyor Guidance for Hospitals, May 2013, Version 3.0.[ii] JCI Accreditation is a USA based international healthcare accrediting organization, whereas DNV is a Norway based international accreditation organization. The DNV International Accreditation Standard for Hospitals are based on the National Integrated Accreditation for Healthcare Organizations (NIAHO) standard platform developed in the United States (US), and has been adopted by hospitals around the world as a new standard of excellence. These standards integrate clinical and patient safety requirements with proven quality principles into one seamless program. It’s a highly developed management system uniquely formulated to promote excellence within hospitals. However, both these standards are accredited by Ireland based International Society for Quality in Health Care (ISQua), which is the only accrediting organization who “accredit the accreditors' in the world.Methods: This is a comparison study (normative comparison) in which the researcher has critically analyzed and compared the Staff Qualifications and Education (SQE) standards in the Joint Commission International (JCI) Accreditation (Fifth Edition) and Medical Staff & Staffing Management Standards in DNV Standards for Hospitals, May 2013, Version 3.0.Data Collection: Primary data are collected from the JCI Accreditation Standards for hospitals, fifth edition, and DNV Standards for hospitals, Version 3.0. Secondary data are collected from relevant published journals, articles, research papers, academic literature and web portals.Objectives of the Study: The aim of this study is to analyze critically SQE Standards in JCI Accreditation and Medical Staff & Staffing Management Standards in DNV Standards to point out the best among both these international standards.Conclusion: This critical analysis of SQE, MS and SM standards in JCI and DNV Accreditation for hospitals clearly shows that the SQE Standards in JCI Accreditation are very comprehensive, to the point and are much better than the DNV Accreditation.

APA, Harvard, Vancouver, ISO, and other styles

15

Norris, Stephen P. "The Choice of Standard Conditions in Defining Critical Thinking Competence*." Educational Theory 35, no. 1 (March 1985): 97–107. http://dx.doi.org/10.1111/j.1741-5446.1985.00097.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Haley, Kathy, Stacey Martin, Jane Kilgore, Carrie Lang, Monica Rozzell, Carla Coffey, Scott Eley, et al. "Establishing Standards for Trauma Nursing Education." Journal of Trauma Nursing 24, no. 1 (2017): 34–41. http://dx.doi.org/10.1097/jtn.0000000000000260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

AYBEK, Birsel, and Serkan ASLAN. "An Analysis of the Units “I’m Learning my Past” and “The Place where We Live” in the Social Studies Textbook Related to Critical Thinking Standards." Eurasian Journal of Educational Research 16, no. 65 (September 1, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Džano, Dženita. "Osiguranje kvaliteta u organizacijama za obrazovanje odraslih u Bosni i Hercegovini." Obrazovanje odraslih/Adult Education, no. 2 2018 (2019): 103–24. http://dx.doi.org/10.53617/issn2744-2047.2018.18.2.103.

Full text

Abstract:

Organisations/institutions for adult education, whether public or private, were among the frst ones to enter the education market. Terefore, they need to create conditions for efficient education process and efficient business practices, hence to fight for quality assurance respectively quality management. From the viewpoint of quality assurance in education, the key question is how well are they prepared to tackle the market determined by quality, regarding management resources. Only those organisations which are able to manage quality and meet quality standards according to users’ needs, will persist on the education market. Today, several quality management models are being applied in adult education organisations in Europe. In Bosnia and Herzegovina, as in our entire region, models of education quality management are primarily subject to theoretical discussions, while in the education practice there are still no attempts to apply some of those models. Based on critical elaboration and empirical research of applicability of the eduQua model, we intended to point out the possibilities of eduQua quality standard introduction in adult education organisations, and to defne recommendations and guidelines for quality assurance in adult education organisations in Bosnia and Herzegovina. Research results show that it is not possible to fully apply the standards of eduQua model in our conditions, but they enabled us to frame recommendations and guidelines for quality assurance in organisations for adult education in BiH.

APA, Harvard, Vancouver, ISO, and other styles

19

Ragan, Sandra L. "“The critical life”: An exercise in applying inapplicable critical standards." Communication Education 49, no. 3 (July 2000): 229–32. http://dx.doi.org/10.1080/03634520009379211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Geerlings, Lennie, and Anita Lundberg. "“That’s the World Standard”: A Critical Ethnography of “Universal” Knowledge." Anthropology & Education Quarterly 51, no. 1 (November 17, 2019): 27–46. http://dx.doi.org/10.1111/aeq.12322.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Marcus-Tabachnick, Dale, and Nancy Claflin. "The Quality Assurance Process in Critical Care Education." AACN Advanced Critical Care 2, no. 1 (February 1, 1991): 40–43. http://dx.doi.org/10.4037/15597768-1991-1006.

Full text

Abstract:

The American Association of Critical-Care Nurses (AACN) has developed education standards for critical care nursing. These structure and process standards can be used as pan of the Joint Commission on Accreditation of Healthcare Organizations’ (JCAHO) ten-step process for monitoring and evaluating critical care education programs. This chapter discusses the application of the monitoring and evaluation process, based on education standards, for critical care education programs

APA, Harvard, Vancouver, ISO, and other styles

22

Lauder, William, and Brian James. "A comparison of critical thinking skills in standard and non-standard entry diploma students." Nurse Education in Practice 1, no. 4 (December 2001): 212–20. http://dx.doi.org/10.1054/nepr.2001.0038.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Makwinja, Veronica Margaret. "Rethinking Education In Botswana: A Need To Overhaul The Botswana Education System." Journal of International Education Research (JIER) 13, no. 2 (December 1, 2017): 45–58. http://dx.doi.org/10.19030/jier.v13i2.10075.

Full text

Abstract:

Botswana through its two educational reform philosophies of 1977 and 1994 envisioned a developing education system that is on par with international standards. According to Tabulawa (2009), the education system was developed to produce critical thinkers, problem solvers, and innovative learners. The system was designed to provide opportunities for all students by providing access to all, improve the standards of education, emancipate Batswana from illiteracy, and develop their capabilities to create a social transformation in their lives. Education was to be a vehicle for continuous positive change that would ultimately enable people to build a better world. However, the system is wanting since most students drop out of school, fail the national examinations, or are unemployable graduates. Research shows that the standard and quality of education is deteriorating as evidenced by high rates of failure at primary and secondary schools. This paper established the reasons for deteriorating standards and failure of students; and whether this was a result of the difficulty, the country finds itself in attempting to re-think and change its educational system to improve the standards or any other factors. This paper reviewed the obstacles leading to high failure rate in one primary school and the need to overhaul, rethink, reform and transform the country’s education system. This study was carried out at the Ministry of Education and Skills Development, which is presently divided into two sub departments; the Ministry of Basic Education and Tertiary Education, Research, Science and Technology and one (1) primary school in Gaborone through the use of qualitative method.

APA, Harvard, Vancouver, ISO, and other styles

24

Morin, Karen H. "Worldwide Standards for Nursing Education: One Answer to a Critical Need." Journal of Nursing Education 50, no. 7 (July 1, 2011): 363–64. http://dx.doi.org/10.3928/01484834-20110620-01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Gill, Fenella J., Gavin D. Leslie, Carol Grech, and Jos M. Latour. "A review of critical care nursing staffing, education and practice standards." Australian Critical Care 25, no. 4 (November 2012): 224–37. http://dx.doi.org/10.1016/j.aucc.2011.12.056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Ketterlin-Geller, Leanne R., Jan D. McCoy, Todd Twyman, and Gerald Tindal. "How Do Critical Thinking Measures Fit Within Standards-Based Reform?" Assessment for Effective Intervention 28, no. 3-4 (April 2003): 37–48. http://dx.doi.org/10.1177/073724770302800305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Stanley, Grant Edward, and Ian Stronach. "Raising and doubling ‘standards' in professional discourse: a critical bid." Journal of Education Policy 28, no. 3 (May 2013): 291–305. http://dx.doi.org/10.1080/02680939.2012.715355.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Stone, Gregory Ethan, Kristin L. K. Koskey, and Toni A. Sondergeld. "Comparing Construct Definition in the Angoff and Objective Standard Setting Models." Educational and Psychological Measurement 71, no. 6 (February 22, 2011): 942–62. http://dx.doi.org/10.1177/0013164410394338.

Full text

Abstract:

Typical validation studies on standard setting models, most notably the Angoff and modified Angoff models, have ignored construct development, a critical aspect associated with all conceptualizations of measurement processes. Stone compared the Angoff and objective standard setting (OSS) models and found that Angoff failed to define a legitimate and stable construct. The present study replicates and expands this work by presenting results from a 5-year investigation of both models, using two different approaches (equating and annual standard setting) within two testing settings (health care and education). The results support the original conclusion that although the OSS model demonstrates effective construct development, the Angoff approach appears random and lacking in clarity. Implications for creating meaningful and valid standards are discussed.

APA, Harvard, Vancouver, ISO, and other styles

29

Teichert, Laura. "21st-Century Vision Using a 20th-Century Curriculum: Examining British Columbia’s Kindergarten Curriculum Package." Journal of Childhood Studies 39, no. 3 (December 9, 2015): 34. http://dx.doi.org/10.18357/jcs.v39i3.15235.

Full text

Abstract:

This article provides a critical analysis of British Columbia’s early learning curricula concerning 21st-century education and the role of digital technology in the early years. The data sources were the Premier’s Technology Council: A Vision for 21st-Century Education (Premier’s Technology Council, 2010), BC’s Education Plan (British Columbia Ministry of Education, 2011), and the Kindergarten Curriculum Package (British Columbia Ministry of Education, September 2010). Rapid advances in technology call for a review of traditional curriculum standards and active movement toward a realization of 21st-century education beyond mere vision. As children navigate an increasingly digital world, one with blurred lines between content and advertising, critical thinking and critical analysis skills are essential in order for children to effectively manage the vast amounts of information available to them. Educators and policy makers, through curricula developed reflecting digital media use, can play an important role in educating young, technologically engaged students.

APA, Harvard, Vancouver, ISO, and other styles

30

Shakir, Mahrukh, Syed Zuhaib Aziz, Aman Ullah, and Muhammad Jawad. "TEACHER EDUCATION: A STANDARDS-BASED ANALYSIS." Humanities & Social Sciences Reviews 9, no. 3 (May 19, 2021): 425–32. http://dx.doi.org/10.18510/hssr.2021.9343.

Full text

Abstract:

Purpose of the study: This article aims to critically discuss the standards-based approach to language teacher education which was very popular initially in Britain and later in other parts of the world where it started to be followed as an ideal model for language teacher education. Given its popularity, a need was identified to have a critical appraisal of this popular approach for the benefit of the relevant stakeholders. Methodology: For this purpose, this analytical article throws light on both the strengths and weaknesses of this approach through a review of other relevant empirical studies set in different educational contexts as stored in different databases and draws from a range of studies to evaluate and summarise the issues about the standards-based approach to language teacher education. Main Findings: In light of the review findings, it is found and suggested that the standards-based approach should not have completely relied upon teacher education programs. Teacher education must be conceived of not as the experience and interpretation of a pre-determined prescribed pedagogic practice. However, if adopted in any way, the weaknesses of the standards-based approach can be mitigated if used in combination with other approaches. Applications of this study: This study will provide stakeholders with a better understanding of the purpose and benefits of the implementation of a standards-based approach in a student-centred classroom. The originality of this study: This study seems valuable as there exist quite limited studies, especially the recent ones, on the said topic, therefore, this study might seem to be beneficial for the relevant stakeholders who are interested in the implementation of a standards-based approach in a student-centred classroom.

APA, Harvard, Vancouver, ISO, and other styles

31

Ballou, Dale. "Certifying Accomplished Teachers: A Critical Look at the National Board for Professional Teaching Standards." Peabody Journal of Education 78, no. 4 (October 2003): 201–19. http://dx.doi.org/10.1207/s15327930pje7804_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Whitehead, Cynthia, Ayelet Kuper, Risa Freeman, Batya Grundland, and Fiona Webster. "Compassionate care? A critical discourse analysis of accreditation standards." Medical Education 48, no. 6 (May 8, 2014): 632–43. http://dx.doi.org/10.1111/medu.12429.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Lee, Hyejin. "A Critical Review on the Achievement Standards for Ethical - Civic Education in the Moral Education Curriculum." Journal of Moral & Ethics Education 68 (August 31, 2020): 165–93. http://dx.doi.org/10.18338/kojmee.2020..68.165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Corr, Lara, Kay Cook, Anthony D. LaMontagne, Elise Davis, and Elizabeth Waters. "Early Childhood Educator Mental Health: Performing the National Quality Standard." Australasian Journal of Early Childhood 42, no. 4 (December 2017): 97–105. http://dx.doi.org/10.23965/ajec.42.4.11.

Full text

Abstract:

IN EARLY CHILDHOOD EDUCATION and care (ECEC) settings, the mental wellbeing of educators is likely to be crucial to delivering high-quality care. Hence, this paper uses a contextual understanding of educators' mental health, and its evaluation by both educators and management, to reveal areas of the National Quality Framework that require critical revision. Drawing on Hochschild's (2012) theory of emotional labour, we report on the analysis of semi-structured interviews with family day care educators (n = 16) and ECEC sector key informants (n = 18). Results demonstrate widespread belief that educator mental wellbeing affects care quality and the children attending care. In response to job stressors and perceived surveillance, educators use emotional labour to hide negative feelings and manage risks associated with low mental wellbeing. In this context, making individual educators fully responsible for performing good mental health to meet the National Quality Standard may increase job stress and emotional labour, further distancing the aims of high-quality care. Our findings suggest that revising the NQS to improve working conditions, and addressing educator mental wellbeing are essential approaches for supporting high-quality ECEC practice.

APA, Harvard, Vancouver, ISO, and other styles

35

Brass, Jory. "Standards-based governance of English teaching, past, present, and future?" English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 241–59. http://dx.doi.org/10.1108/etpc-06-2015-0050.

Full text

Abstract:

Purpose – This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal shift in the aims and governance of English education. Design/methodology/approach – The author traces this shift through a comparative analysis of the past two standards projects in the USA: the 1996 IRA/NCTE Standards for the English Language Arts and the 2010 Common Core State Standards. Findings – An analysis of the standards’ comparative development processes, educational aims and governmentalities exemplifies a global shift toward new policy networks, neoliberal imaginaries and the interrelated policy technologies of managerialism, performativity and free markets. Originality/value – This paper hopes to prompt more critical, reflexive and strategic stances towards standardization and the ways in which global education policies seek to reshape subject English and the future of teaching and teacher education.

APA, Harvard, Vancouver, ISO, and other styles

36

Morin, Karen H., and Jean Yan. "Developing Global Standards for Initial Nursing and Midwifery Education." Journal of Obstetric, Gynecologic & Neonatal Nursing 36, no. 3 (May 2007): 201–2. http://dx.doi.org/10.1111/j.1552-6909.2007.00139.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Kamusoko, Reckson. "Critical Analysis of the Applicability of the ISO 9001 Standard in Higher Education Institutions." International Journal of African Higher Education 6, no. 1 (January 31, 2020): 97–120. http://dx.doi.org/10.6017/ijahe.v6i1.10671.

Full text

Abstract:

This paper analyses the applicability of the ISO 9001 standard in higher education institutions (HEIs). The ISO 9001standard, initially developed for application in industry, sets the requirements for implementing a quality management system (QMS) in an organisation. Over the years, the standard has been adapted to the higher education (HE) sector as a model for quality assurance and enhancement. In this study, the standard is analysed based on a framework with the following variables; 1) Importance of the philosophy of the standard in HE, 2) Suitability to HE, 3) Ease of implementation, 4) Effect on quality assurance and enhancement and 5) Effect on quality culture. The mechanisms of how the standard affects quality management are also presented. The analysis shows that ISO 9001 is based on a philosophy that resonates with general approaches to quality assurance in HEIs. The seven principles of the standard provide a good base for an effective QMS. The standard is suitable to HEIs as its provisions can be adapted to the peculiarities of this sector. Although there is some considerable workload exerted by the standard, it can be applied with ease. There is both theoretical and empirical basis for the standard to embolden quality assurance and enhancement in HE. Both academic provision and administrative services can benefit from the standard. The standard can promote and strengthen quality culture in HEIs, more so where staff show deep engagement with the processes of the standard. It is concluded that the ISO 9001 standard provides a framework for a QMS that is applicable to the HE sector.

APA, Harvard, Vancouver, ISO, and other styles

38

Jeon, Sang Ah Sarah. "A Critical Analysis of the Mainstream Standard English Education: a Korean EFL Teacher’s View." International Journal of Bilingual & Multilingual Teachers of English 01, no. 01 (January 1, 2013): 29–35. http://dx.doi.org/10.12785/ijbmte/010105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Jeon, Sang Ah Sarah. "A Critical Analysis of the Mainstream Standard English Education: a Korean EFL Teacher’s View." International Journal of Bilingual & Multilingual Teachers of English 1, no. 1 (July 1, 2013): 29–35. http://dx.doi.org/10.12785/ijmbte/010104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

S. Mokiy, Vladimir. "International Standard of Transdisciplinary Education and Transdisciplinary Competence." Informing Science: The International Journal of an Emerging Transdiscipline 22 (2019): 073–90. http://dx.doi.org/10.28945/4480.

Full text

Abstract:

Aim/Purpose: The year 2020 marks the 50th anniversary of the first official definition of the term “transdisciplinarity.” This paper focuses on a critical analysis of the development of modern transdisciplinarity since its inception. Background: The article presents two main directions for the development of transdisciplinarity. It also shows its identification features, strengths, and weaknesses, as well as the significant role transdisciplinarity plays in science and education. Methodology: The methodology employed in this article is a content analysis of resolutions of international forums as well as articles on transdisciplinarity published from 1970 to 2019. Contribution: For one reason or the other, several of these authors did not quote the opinions of the original authors of transdisciplinarity. The subsequent use of those articles by other authors thus posed some ambiguities about the place and role of transdisciplinarity in science and education. The advent of e-databases has made it possible to access the original forum articles. This further made it possible to refine the original content of the term “transdisciplinarity” and to trace its development without mixing it with vague opinions. Based on these findings, the perception of transdisciplinarity as a marginal trend in science and education could be eliminated. Findings: This paper shows how modern transdisciplinarity is developing into two main directions: transdisciplinarity in science as well as transdisciplinarity in education. These orientations have individual goals and objectives. The transdisciplinarity of scientific research helps to complete the transformation of the potential for interdisciplinary interaction and the integration of disciplines. Whereas, in education, transdisciplinarity (meta-discipline) is about developing an international standard for transdisciplinary education and also describing the content of transdisciplinary competence for students of diverse disciplines at all levels of higher education (bachelor’s, master’s and postgraduate studies). Recommendation for Researchers: Transdisciplinary research involves the interaction of people with disciplinary knowledge plus a degree of scientific outlook. Since disciplinary knowledge domains remain in their disciplinary boxes, it is, therefore, advisable to generalize disciplinary knowledge rather than force them to interact. This is the basis for proposing the systems transdisciplinary approach—which provides a methodology for unifying and generalizing disciplinary knowledge. Future Research: As the research shows, the organizers of modern international forums do not take into account the division of transdisciplinarity development trends. To increase the effectiveness and significance of such forums, it is necessary to return to the practice of organizing special international forums on the transdisciplinarity of science and that of education.

APA, Harvard, Vancouver, ISO, and other styles

41

Riveros, Augusto, and Wei Wei. "Standards and competency frameworks for school administrators: Global, comparative and critical perspectives." education policy analysis archives 27 (September 23, 2019): 111. http://dx.doi.org/10.14507/epaa.27.4988.

Full text

Abstract:

In this introduction to the special issue, we highlight the increased transnational interest in standardizing the knowledge, competencies, and practices that relate to educational leadership. While acknowledging the thematic convergences in leadership standards and competency frameworks from heterogenous localities, we propose that it is critical to interrogate the policy mobilities and the recontextualization of the discourses that have contributed to the formulation and implementation of standards. To achieve this aim, this special issue stages a global dialogue about this global leadership turn by including a selection of articles that discuss the emergence and adoption of education leadership standards in diverse linguistic, social and cultural contexts.

APA, Harvard, Vancouver, ISO, and other styles

42

Garrick, John, and Rod McDonald. "Competency‐based standards for industry trainers: a critical comparison of international models." Studies in Continuing Education 14, no. 2 (January 1992): 166–86. http://dx.doi.org/10.1080/0158037920140207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wang, Jian, and Sandra J. Odell. "Mentored Learning to Teach According to Standards-Based Reform: A Critical Review." Review of Educational Research 72, no. 3 (September 2002): 481–546. http://dx.doi.org/10.3102/00346543072003481.

Full text

Abstract:

This article analyzes literature on mentored learning to teach in ways consistent with the standards reform movement. It suggests that although reformers encourage mentoring for standards-based teaching, the assumptions underlying mentoring programs are often focused not on standards but on emotional and technical support. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring practices promote novices’ retention but may not support their learning to teach. Although mentoring practices alone cannot be expected to reform teaching, case studies can illustrate practices for novices learning to teach in reform-minded ways. We argue that policymakers need to find effective ways to educate mentoring program developers and that mentors and researchers need to explore the content and process of reform-minded mentoring.

APA, Harvard, Vancouver, ISO, and other styles

44

Swanson, Troy A. "Applying a Critical Pedagogical Perspective to Information Literacy Standards." Community & Junior College Libraries 12, no. 4 (April 7, 2005): 65–77. http://dx.doi.org/10.1300/j107v12n04_08.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Williams, Ged, Shelley Schmollgruber, and Laura Alberto. "Consensus Forum: Worldwide Guidelines on the Critical Care Nursing Workforce and Education Standards." Critical Care Clinics 22, no. 3 (July 2006): 393–406. http://dx.doi.org/10.1016/j.ccc.2006.03.010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Entin, Martin A. "Part II: Reformers in Medical Education and Practice." Canadian Journal of Plastic Surgery 9, no. 2 (April 2001): 59–68. http://dx.doi.org/10.1177/229255030100900203.

Full text

Abstract:

Background Part I was published in Can J Plast Surg 2000;8(1):25–29. It established that standards of professional practice shift constantly. When a standard falls short of professional expectation or when a physician becomes more concerned with financial gain rather than patient care, society needs the action of a reformer. Part II continues the study and begins with the contribution of reformer John Hunter (1728–1793), and follows with the contributions of seven other reformers, concluding with Wilder Penfield (1891–1976). Study Design The reformers were physicians and scientists who were selected throughout the history of medicine: they conformed to our definition of reformers, namely, a person whose action changed the structure or ideology of medical practice. Results The present historical article shows that reforms are produced by people possessing critical judgement and analytical quality who influenced the direction of medical practice. Conclusion Reforms have been achieved through intuitive leaps, alterations of conventional practice, painstaking research or administrative restructuring.

APA, Harvard, Vancouver, ISO, and other styles

47

Fenech, Marianne, Miriam Giugni, and Kathryn Bown. "A Critical Analysis of the National Quality Framework: Mobilising for a Vision for Children Beyond Minimum Standards." Australasian Journal of Early Childhood 37, no. 4 (December 2012): 5–14. http://dx.doi.org/10.1177/183693911203700402.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Gilstrap, Donald L., and Jason Dupree. "Assessing Learning, Critical Reflection, and Quality Educational Outcomes: The Critical Incident Questionnaire." College & Research Libraries 69, no. 5 (September 1, 2008): 407–26. http://dx.doi.org/10.5860/crl.69.5.407.

Full text

Abstract:

This research study incorporates Brookfield’s Critical Incident Questionnaire (CIQ) as a qualitative instrument to assess the ACRL Information Literacy Competency Standards for Higher Education in one library’s instructional curriculum. A sample (n=348) of English Composition II students was studied over the course of two semesters during a four-session instructional program. A methodological framework of critical reflection, incidents, and events was incorporated, as well as reflection on practice. Results of the study showed the CIQ was effective in supporting qualitative methods for assessment of critical reflection in general and the ACRL Standards specifically during the research and learning process.

APA, Harvard, Vancouver, ISO, and other styles

49

Clark, Hugh G. "A Comparison of the Critical Thinking Skills of BSW and MSW Students." Journal of Baccalaureate Social Work 7, no. 2 (March 1, 2002): 63–75. http://dx.doi.org/10.18084/1084-7219.7.2.63.

Full text

Abstract:

The Council on Social Work Education's standards requires the teaching and measurement of critical thinking skills at both the baccalaureate and masters level of social work education. How to measure those skills is a difficult question for educators. Equally difficult is determining whether the skills are being taught to social work students. This research is the result of a study begun in 1998 that compared scores on the California Critical Thinking Skills Test (CCTST) of recently graduated BSW students and MSW students who had completed their degree or were in their last semester. Surprisingly, little difference seems to exist between the critical thinking skill levels of BSW and MSW students.

APA, Harvard, Vancouver, ISO, and other styles

50

Butler, Avril, Tish Elliott, and Nigel Stopard. "Living up to the standards we set: A critical account of the development of anti-racist standards." Social Work Education 22, no. 3 (June 2003): 271–82. http://dx.doi.org/10.1080/0261547032000083469.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!