Relevant bibliographies by topics / Standards-based training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Standards-based training'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Standards-based training"

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Crebbin, W., and D. Watters. "Defining Standards for a Competency-Based Surgical Training Program." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 555. http://dx.doi.org/10.4300/1949-8357-4.4.555.

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Lombardo, Aldo, and Rex Haigh. "Training for enabling environments." Therapeutic Communities: The International Journal of Therapeutic Communities 38, no. 1 (April 10, 2017): 41–48. http://dx.doi.org/10.1108/tc-10-2016-0022.

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Purpose The purpose of this paper is to demonstrate the training value of a residential “enabling environments” (LLEE) workshop in relation to the Royal College of Psychiatrists’ (RCPsych) ten specified standards, as rated by workshop participants. Design/methodology/approach A 34 question yes/no/na questionnaire was drawn up, derived from the ten value-based standards and criteria which need to be met for the enabling environment (EE) award by the RCPsych’s Centre for Quality Improvement (Table AI). It was administered after six residential workshops, in Italy and UK, to 99 participants. Results were analysed for each of the six workshops, and for each of the ten standards, to show the degree to which participants recognised whether the standards were met. Findings High rates of positive responses were recorded with little variation across the six workshops sampled. Some standards and criteria showed higher levels of positive responses, and some showed slightly higher scores for “not applicable”. Practical implications Experiential Living-Learning Experience (LLE) workshops provide a valid training experience for those developing or working in EEs. Social implications Value-based standards can only be fully understood by direct experience of them, as verbal or written explanations fail to convey the psychological impact of the experience. Originality/value The questionnaire and its translation is the original work of AL. RH is the founder of LLE training workshops and the EE award.
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Isakunovich, Batyrkanov Jenish, Kudakeeva Gulida Madanbekovna, and Subankulova Jyldyz Janybekovna. "Recognition Approach of Visual Images Based on Standards and Training." International Journal of Engineering and Science 5, no. 11 (November 2016): 01–07. http://dx.doi.org/10.9790/1813-0511020107.

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Pashchenko, Tetyana, Andrii Kalenskyi, and Nataliia Kalashnik. "RELEVANT TECHNOLOGIES FOR DEVELOPING READINESS OF TEACHING STAFF FOR THE STANDARDIZATION OF JUNIOR SPECIALISTS’ TRAINING." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 74–79. http://dx.doi.org/10.32835/2223-5752.2019.19.74-79.

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Relevance: Professional training quality of prospective junior specialists mainly relies on teaching staff competence in professional training standards in colleges and technical schools. Aim: The aim of this article is to determine the ways of implementing educational technologies to develop teaching staff competence in junior specialists’ training standards. Methods: A number of theoretical methods were used in this research including the analysis and the synthesis (to identify the current issue research level), summary (to make conclusions and recommendations). Results: The implementation of this type of training system is based on educational methods including structural, logical, integrative, play-based, dialogic and other teaching techniques. The authors briefly mention the educational technologies which are relevantly used to develop teaching staff competence in junior specialists’ educational standards including training seminars, discussion seminars (group discussions), brainstorm, polylogues, positional discussions, training games (exercise games), staging (business simulation), complex action games (case-study method), contest games, projects (alternatively called “project management”), training, case problem solution, criteria kaleidoscope, talk-show. Conclusions: Workshops, trainings, case methods, round tables and other educational technologies help achieve practical results in developing teaching staff competence in junior specialist training standards.
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Seamster, Thomas L., Cathrine E. Snyder, Michele Terranova, William J. Walker, and D. Todd Jones. "Human Factors in the Naval Air Systems Command: Computer Based Training." Proceedings of the Human Factors Society Annual Meeting 32, no. 16 (October 1988): 1095–99. http://dx.doi.org/10.1177/154193128803201622.

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Military standards applied to the private sector contracts have a substantial effect on the quality of Computer Based Training (CBT) systems procured for the Naval Air Systems Command. This study evaluated standards regulating the following areas in CBT development and procurement: interactive training systems, cognitive task analysis, and CBT hardware. The objective was to develop some high-level recommendations for evolving standards that will govern the next generation of CBT systems. One of the key recommendations is that there be an integration of the instructional systems development, the human factors engineering, and the software development standards. Recommendations were also made for task analysis and CBT hardware standards.
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Aqel, Magdy S. "Design Learning Environment Based on ISTE Standards." International Journal of Information and Communication Technology Education 17, no. 4 (October 2021): 1–10. http://dx.doi.org/10.4018/ijicte.20211001.oa8.

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The study aimed to design learning environment based on ISTE standards for students and computer science educators. For answering the questions of the study, the researchers adopted the descriptive approach, they Identified the ISTE standards and analyzed the content of instructional technology course based on ISTE standards for students and for computer science educators, then they designed learning environment based on this standard. The sample of the study consists of all students enrolled for an instructional technology course at the first semester 2017 in faculty of education in the Islamic University; the tool of the study was a content analysis to analyze and design the learning environment based on ISTE standards. The study recommended Integrate ISTE standards in academic preparation programs for teachers of faculty of education and Hold training courses for students and teachers in universities to introduce ISTE standards, and motivate teachers and students to embrace these standards.
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Баширова, М. И., В. М. Гаськов, and Н. Л. Шестакова. "Development of competency-based modular training programs in Kyrgyzstan." Vocational education and labor market, no. 2(45) (June 4, 2021): 140–57. http://dx.doi.org/10.52944/port.2021.45.2.011.

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В статье обсуждается проблема применения профессиональных стандартов (ПС) при разработке программ профобразования на основе требований, предъявляемых к специалистам. Мировой опыт показал, что преподаватели профобразования не подготовлены к содержательной интерпретации ПС и применению их положений в процессе обучения. Имеющиеся в ряде стран национальные образовательные стандарты также не базируются на требованиях, сформулированных в профстандартах, что вносит дополнительные трудности при разработке адекватных программ профобразования. Статья описывает пилотную методологию формирования программ профобразования на основе профессиональных стандартов. Методология была разработана с учетом доступного мирового опыта и апробируется в настоящее время в Республике Кыргызстан в трех отраслях экономики применительно к квалификациям рабочих и техников. Методология привязана к формату профстандартов, применяемому в экономически развитых странах, что обусловило и характер процессов, предлагаемых для интерпретации требований ПС с целью обучения и оценки результатов обучения. Статья определяет формат и категории, используемые в зарубежных профстандартах (стандартах компетентности). Методология нацелена на использование преимуществ детального формата профессиональных стандартов, позволяющего трансформировать единицы стандарта в учебные модули и учитывать в дальнейшем требования ПС в качестве обязательных тем в содержании учебных планов по отдельным дисциплинам. Методология способствует разработке сложных программ профессионального образования, включающих преподавание нескольких или многих индивидуальных дисциплин. В этом смысле модульная учебная программа становится механизмом координации и синхронизации преподавания отдельных дисциплин на основе требований к содержанию и оценке результатов обучения, сформулированных в профстандартах. В статье также излагаются предварительные результаты продвижения новых программ в лицеях и колледжах Кыргызстана. The article focuses on the issue of developing competency-based vocational training programs on the basis of workplace requirements. International experience suggests that vocational education teachers lack capabilities for interpretation and application of occupational standards in training. Some countries which opted for developing national educational standards failed to base them on the requirements of occupational standards. This has brought additional dislocations to taking adequate account of the workplace requirements in the development of vocational education programs. This write-up describes a pilot methodology for developing programs of vocational education on the basis of occupational standards. The methodology has incorporated some elements of the world practice and is currently being piloted in Kyrgyzstan in three industries at the qualification levels of certified worker and technician Diploma. The methodology is bound by the template of occupational standards, applied in the economically advanced nations, what has determined the working processes applied for their interpretation for the purpose of skills training and assessment. The paper explains the format and the categories inherent to the advanced occupational standards, which in some countries are also named “the competency standards”. The methodology takes advantage of the detailed template of occupational standards, which lends itself to organic transformation of units of standards into training modules and, further down, to the individual subject-based courses within the modular program. The methodology permits developing complex vocational education programs, which involve teaching of a few or many individual disciplines. А modular program functions as a mechanism for integration and synchronisation of these individual disciplines on the basis of the skills assessment requirements drawn from the occupational standards. The article describes some preliminary results of piloting of the new programs in lyceums and colleges of Kyrgyzstan.
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Jerome, Lee, and Victoria Brook. "Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England." International Journal of Mentoring and Coaching in Education 9, no. 2 (December 16, 2019): 121–35. http://dx.doi.org/10.1108/ijmce-04-2019-0057.

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Purpose In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012). Design/methodology/approach An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards. Findings The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning. Originality/value The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.
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Lee, Jae-Won, and Suk-Chun Yoon. "Training Demand Analysis based on National Competency Standards of the Semiconductor Industry." Journal of the Korea Academia-Industrial cooperation Society 12, no. 11 (November 30, 2011): 5178–87. http://dx.doi.org/10.5762/kais.2011.12.11.5178.

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Douglass, Susan L. "Building a Comfort Zone: Teacher Training and Standards-Based Education about Religion." Religion & Education 28, no. 1 (April 2001): 40–57. http://dx.doi.org/10.1080/15507394.2001.10012273.

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Dissertations / Theses on the topic "Standards-based training"

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Shelton, Michael Patrick. "Teacher Leadership| Development and Research Based on Teacher Leader Model Standards." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628634.

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Teacher leadership in schools has evolved many times as schools have looked to utilize teacher leaders in various ways to help support school organization, school reform, and ultimately impact student achievement. The purpose of this study is to develop, and evaluate the impact of a curriculum for leadership development rooted in the Teacher Leader Model Standards. The Teacher Leader Model Standards were published in 2011 by the Teacher Leadership Model Consortium and using those standards as a foundation for research and development, a course was created that provided participants with readings and activities designed to have a positive impact on their understanding of teacher leadership from the classroom perspective.

This study utilized a mixed methods design as participants completed both pre- and post-surveys based on the Teacher Leader Model Standards, as well as participated in focus groups. The data collected in surveys, gleaned from the focus groups, as well as my own field notes were utilized to look at the overall impact of the curriculum in improving teacher efficacy.

The study results indicate that there was a significant impact in teacher efficacy in six of the seven domains assessed.

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Grafton, Lee Geary. "The affectiveness of a standards-based, technology-connected staff development program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1743.

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One role of an administrator is to provide and assess staff development programs. The purpose of this study was to measure the impact of a 120-hour standards-based, technology-connnected staff development program on participating teachers' instruction.
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Hartin, Courtney. "Do first and second year teachers feel prepared? an evaluation of a standards based teacher preparation program /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5649.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.
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Sandouk, Ammar Ibrahim. "Teaching English as a foreign language in the Third World university : a study of the problems of linguistic standards in literature-based courses with particular reference to Damascus University." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316151.

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Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.

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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? Data was collected using a retrospective pre and post survey, a reflection piece on participants’ pedagogical content knowledge and semi-structured interviews. The results showed that participants’ self-efficacy was positively affected by the Connect2Science workshops. As for pedagogical content knowledge, the results give a small insight into how participants viewed and thought about student misconceptions and how the instructional strategies presented in the workshops equipped them to better address science content in an outdoor setting.
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McRae, Allan R. "Industrial Technology Education Teachers Perceptions of National Standards for Technological Literacy in the State of Arizona." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1147.pdf.

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Waghid, Y., and Noel David Adams. "A conceptual analysis of teacher education in South Africa in relation to the norms and standards for educators." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16031.

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Thesis (PhD (Education))--University of Stellenbosch, 2004.
241 leaves printed on single pages, preliminary pages i-xii and numbered pages 1-230. Includes bibliography.
Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: Educators at schools are expected to implement education policy changes promulgated through policy frameworks by the Department of Education in South Africa. However, whether these teachers are equipped to implement education policy or whether they have interacted sufficiently with policy issues remains a contentious issue. My contention is that pre-service and in-service teachers are expected to perform certain roles and demonstrate certain competences, as required or implied by changing education policy frameworks, like the Norms and Standards for Educators (Department of Education, 2000), but might not necessarily be equipped to do so. This dissertation utilised conceptual analysis and a literature review, as research methods, to explore constitutive meanings of the concept 'education policy' in relation to teacher education transformation in post-apartheid South Africa, with reference to the Norms and Standards for Educators (Department of Education, 2000). Constitutive meanings (Fay, 1975) of post-apartheid teacher education refer to all those shared assumptions, definitions, and conceptions, which structure teacher education transformation and post-apartheid teacher education in certain definite ways. Without these constitutive meanings, according to Fay (1975: 76), social practices, like teacher education, could not exist. By revealing these constitutive meanings, in terms of the interpretive paradigm (Fay, 1975: 78), I have given a possible explanation of post-apartheid teacher education, by articulating the conceptual scheme that frames post-apartheid teacher education. These constitutive meanings, which were extracted from a literature review, were explored in relation to the main question of this dissertation: Can the new teacher education policy framework, as set out in the Norms and Standards for Educators of 2000, improve teaching and learning in South African schools? I argue that the latter process will not materialise because of question marks over the transformative potential of the Norms and Standards for Educators (Department of Education, 2000). The mentioned policy framework may be an inappropriate framework to structure and guide the transformation of existing teacher education practices because of certain conceptual gaps. These conceptual gaps are stumbling blocks to transform existing teacher education practice and improve teaching and learning in our schools in the post-apartheid era. I argue that these gaps could be bridged if the Norms and Standards for Educators are reconceptualised along the lines of Benhabib's (1994) deliberative democratic model. Deliberation is necessary because policy alone cannot lead to the transformation of post-apartheid teacher education. Deliberation is also necessary because of the limitations on the state's power to enforce its will through promulgated policy. More engagement, via deliberation, is needed between the government, educational leaders, policy-makers and the other policy actors, like teachers, bureaucrats and teacher education institutions. The arguments of Burbules (1997) and Biesta (2004) seem to substantiate my claim that education policy, alone, cannot lead to the improvement of teaching and learning in our schools. Burbules (1997) posits that teaching is a complex human endeavour that is characterised by predicaments or dilemmas, which cannot be permanently solved. I argue against the integration of the seven roles, as advocated by the Norms and Standards for Educators, because of certain dilemmas. We need the tragic perspective on teaching, of Burbules (1997), to approach teaching differently. Biesta (2004) also urges us to approach teaching differently, by advocating a new language for education.
AFRIKAANSE OPSOMMING: Daar word van Suid-Afrikaanse opvoeders by skole verwag om opvoedingsbeleid veranderinge, wat via beleidsraamwerke gepromulgeer is deur die Departement van Onderwys, te implementeer. Wat egter 'n kontensieuse kwessie bly is of hierdie opvoeders toegerus is om opvoedingsbeleid te implementeer en of hulle genoegsaam omgegegaan het met beleidskwessies. My argument is dat daar van voor-diens- en indiens opvoeders verwag word om sekere rolle te speel en sekere kompetensies of bekwaamhede te demonstreer, soos vereis of geimpliseer deur veranderende opvoedingsbeleid raamwerke, soos die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), maar dat hulle nie noodwendig toegerus is om dit te doen nie. Hierdie proefskrif utiliseer konseptuele analise en 'n literatuur oorsig, as navorsingsmetodes, om konstituerende betekenisse van die konsep 'opvoedingsbeleid', in verhouding tot onderwyseropvoeding transformasie in postapartheid Suid-Afrika, met verwysing na die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), te eksploreer. Konstituerende betekenisse (Fay, 1975) van post-apartheid onderwyseropvoeding verwys na al daardie gedeelde aannames, definisies, en konsepsies, wat onderwyseropvoeding transformasie en post-apartheid onderwyseropvoeding op sekere definitiewe maniere struktureer. Sosiale praktyke soos onderwyseropvoeding kan volgens Fay (1975: 76) nie sonder hierdie konstituerende betekenisse bestaan nie. Ek het hopelik, deur die ontbloting van hierdie konstituerende betekenisse, in terme van die interpretatiewe navorsingsparadigma (Fay, 1975: 78), 'n verduideliking gegee van post-apartheid onderwyseropvoeding, deur my artikulasie van die konseptuele skema wat die realiteit van onderwyseropvoeding op sekere maniere definieer. Hierdie konstituerende betekenisse, wat onttrek is van 'n literatuur oorsig, was geeksploreer in verhouding tot die hoof vraag van hierdie proefskrif: Kan die nuwe onderwyseropvoeding beleidsraamwerk, soos uitgespel in die Norme en Standaarde vir Opvoeders van 2000, onderrig en leer in Suid-Afrikaanse skole verbeter?
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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.

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Austin, Tiffany Bridgette. "An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/103.

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This research is an in-depth study of an environment-based education (EBE) professional development program titled "Creeks and Kids" that models how to employ thematic instruction about watersheds using the environment of a school and its community as a context to integrate teaching and learning about water across core subject areas. This case study investigates the EBE characteristics of the Creeks and Kids Workshop and explores how they adhere to the National Research Council's Standards for Professional Development for Teachers of Science. A mixed-methods analysis gathered qualitative data about the overall experience of teacher-participants during the Creeks and Kids Workshop and employed quantitative measures to identify evidence of success related to teachers' gains in knowledge, affect, confidence and intent to act to implement water-focused EBE curriculum in their classrooms. The findings of the study build upon existing research about what teachers need to implement EBE and their beliefs regarding what professional development should provide in relation to those needs. Qualitative results revealed that teachers need an EBE professional development program to include: 1) practical ways to integrate environmental education into their existing curricula and school settings; and, 2) direct experience with activities and field studies that are interdisciplinary, hands-on and inquiry-driven. Teacher-participants identified these characteristics as vital for them to effect a change in teaching practice and build their confidence to engage their students in EBE when they return to the classroom. Quantitative results revealed statistically significant gains across knowledge, affect, confidence and intent to act variables using the t-test statistic to compare means of participants' responses from the pre- to post-workshop questionnaires. The results of this study have broader implications for future educational research on: 1) the ways in which EBE professional development programs can support teachers to gain the knowledge, skills and confidence to implement interdisciplinary teaching for student learning about the environment; 2) the methods teachers use to employ EBE teaching strategies in the classroom; and, 3) how EBE helps teachers across disciplines collaborate with one another to implement practical and effective ways to improve students' critical thinking skills and knowledge across multiple subjects.
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Roscher, Annarine. "Music standards for the foundation phase and teacher training in South Africa." Thesis, 2002. http://hdl.handle.net/2263/26073.

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Books on the topic "Standards-based training"

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Joellen, Killion, Hord Shirley M, Roy Patricia, Kennedy Jacqueline (Educator), Hirsh Stephanie, and MetLife Foundation, eds. Standards into practice: School-based roles : innovation configuration maps for standards for professional learning. Oxford, Ohio: Learning Forward, 2012.

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Tilling, Mike. Standards-based training and development: Self-assessment, organisation and trainer development, strategies and tools. Aldershot: Gower, 2000.

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Pullin, Diana. Reforms in standards-based teacher education, certification, and licensure: Legal issues in implementation. Washington, DC: Council of Chief School Officers, 1998.

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1941-, Garcia Jesus, and Braun Joseph A. 1947-, eds. An introduction to standards-based reflective practice for middle and high school teaching. New York: Teachers College Press, 2010.

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Bert, Greg. Meeting physical education standards through meaningful assessment: Research-based strategies for secondary teachers. Champaign, IL: Human Kinetics, 2013.

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Mohnsen, Bonnie S. Teaching middle school physical education: A standards-based approach for grades 5-8. 3rd ed. Champaign, IL: Human Kinetics, 2008.

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Teaching middle school physical education: A standards-based approach for grades 5-8. 2nd ed. Champaign, IL: Human Kinetics, 2003.

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Mohnsen, Bonnie S. Teaching middle school physical education: A standards-based approach for grades 5-8. 3rd ed. Champaign, IL: Human Kinetics, 2008.

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Steven, Lang William, ed. Assessing teacher dispositions: Five standards-based steps to valid measurement using the DAATS model. Thousand Oaks, CA: Corwin Press, 2007.

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Kottler, Ellen. Secrets to success for social studies teachers: Insider tips, strategies, and advice for standards-based classrooms, 6-12. Thousand Oaks, CA: Corwin Press, 2008.

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Book chapters on the topic "Standards-based training"

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Leung, R. F., H. C. Leung, and J. F. Hill. "Hypermedia-Based Training System for ISO 9000 Quality Standards." In Proceedings of the Thirty-First International Matador Conference, 165–71. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13796-1_26.

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Verma, Payal, and Deepak G. Krishnan. "Office-Based Anesthesia in Oral and Maxillofacial Surgery-The American Model and Training." In Oral and Maxillofacial Surgery for the Clinician, 79–93. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-1346-6_6.

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AbstractAnxiety and pain control has been an inherent part of the oral and maxillofacial surgeon’s (OMS’s) armamentarium. In the United States, achieving competency in anesthesia is an integral part of oral and maxillofacial surgery (OMS) training curriculum. Further, OMS’s maintain the highest of standards in their practice of anesthesia outside the operating theaters. OMS-anesthesia-team model emphasizes patient safety. This requires rigorous training and meticulous standards of practice, not only by the surgeons but by the entire supporting team of office personnel. The American Association of Oral Maxillofacial Surgeons (AAOMS) endorses several critical steps in promoting the safety of this model in OMS offices. Periodic review of parameters of care, mandated training for office team and a peer review for office anesthesia evaluation of fellow OMSs are some of the critical components. AAOMS has a simulation based training to train teams in the provision of safe anesthesia in a low risk environment. Emphasis on appropriate patient selection, impeccable advanced anesthesia monitoring, and periodic strong didactic and skills based training supports the OMS-anesthesia-team in being a valid, safe practice model of anxiety and pain control in an outpatient setting.
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Lynch, Gordon. "Flawed Progress: Criticisms of Residential Institutions for Child Migrants in Australia and Policy Responses, 1939–1945." In UK Child Migration to Australia, 1945-1970, 55–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69728-0_3.

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AbstractThe positive view of child migration held by UK Government officials in the inter-war period was not based on any regular system of inspections of the institutions in Australia to which children were sent. During the Second World War, UK Government officials became more of reported problems at several of these institutions, relating to standards of accommodation, management, care, training and after-care. This chapter traces the growing awareness of these problems and the UK Government’s response to them. Whilst policy-makers’ positive assumptions about child migration were challenged, and specific issues and institutions were known to require significant improvement, overall confidence in the value of child migration remained. Despite evidence of organisational failings in Australia, Australian welfare professionals were trusted to address these problems, and suggestions about the need for greater control from the United Kingdom were seen as a backward-looking attempt to limit the autonomy of Britain’s Dominions.
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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade, 465–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.

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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.
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Stanfill, Diana. "Standards-Based Educational Technology Professional Development." In Encyclopedia of E-Leadership, Counseling and Training, 819–34. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch060.

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Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.
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Santagata, Rossella, Janette Jovel, and Cathery Yeh. "Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations." In Integrating Video into Pre-Service and In-Service Teacher Training, 115–27. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch006.

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Research that focuses on understanding pre-service teachers' learning processes as they engage in video-based activities is still limited. This study investigates pre-service teachers' group conversations around videos of mathematics teaching. Conversations of two groups attending a ten-week video-based course introducing standards-based instruction were videotaped, transcribed, and analyzed. Pre-service teachers' discussions included elements of an analysis framework used to guide their viewing: mathematics content, analysis of teaching and of student thinking and learning, and suggestions for instructional improvement. Analyses became more elaborated over the duration of the course. In addition, pre-service teachers discussed standards-based mathematics teaching by increasingly valorizing its characteristics. Findings highlighted important dimensions for working with video in teacher collaborative settings: the purpose, viewing lens, group dynamics, and facilitator role.
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Fisher, Mary Alice. "Ethics-Based Staff Training About Confidentiality." In The Ethics of Conditional Confidentiality, 185–94. Oxford University Press, 2013. http://dx.doi.org/10.1093/med:psych/9780199752201.003.0014.

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Chapter 13 discusses ethics-based staff training about confidentiality, including ethical standards and professional recommendations, legal requirements, integrating ethical and legal training about confidentiality, separating ethics-based training from technical training or administrative training, and recommendations when planning integrated staff training.
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Watfa, Mohamed K., Hina Majeed, and Tooba Salahuddin. "Computer Based E-Healthcare Clinical Systems." In Healthcare Ethics and Training, 410–33. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2237-9.ch018.

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Over the years, interactive computer-based systems have provided crucial support to clinics, hospitals and other health-based centers. These systems have continued to influence the manner in which clinical tasks are organized and fulfilled in terms of performing tests, diagnosis procedures, treatment methods, as well as storing, analyzing and accessing patient and staff information. At the present time, the computer-based systems used in healthcare settings of high standards are the result of joint efforts of clinicians, software developers and clinical informaticians hence triggering the outcome of the desired system to outdo that of existing applications. Major concerns arise in designing clinical application including data privacy, minimal bias offered by a system (i.e. in terms of searching and decision-making), a user friendly GUI and an efficient integration of the new system with the existing standard applications at the health based setting being considered. In this paper, we provide a comprehensive survey on the existing research work on computer based E-Healthcare applications for clinicians highlighting both the challenges and benefits of such applications which would be of value to both patients and clinicians.
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Presadă, Diana, and Mihaela Badea. "Language Students' Training as Future Teachers." In Handbook of Research on Educator Preparation and Professional Learning, 169–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch010.

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The purpose of the chapter is to show to what extent university-based teacher training programs reflect the new educational standards required by the reform applied to the Romanian higher education system. Specifically, it attempts to analyze the relevance of the curriculum that forms the basis of the language teachers' preparation focusing on its content, structure, and educational aims and purposes. It also tries to highlight the degree to which such programs meet not only learners' needs but also the ones of today's society. Last but not least, the study aims to identify what elements resulted from the Romanian educational reform could be useful for the researchers interested in the field of initial language teacher training.
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Oliver, Anthony R. "Laboratory Quality Control and Accreditation." In Tutorial Topics in Infection for the Combined Infection Training Programme. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198801740.003.0019.

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According to the International Organization for Standardization (ISO), the ‘Medical laboratories—Requirements for quality and competence (ISO 15189:2012) BS EN ISO 15189:2012’ accreditation is defined as ‘a procedure by which an authoritative body gives formal recognition that an organization is competent to carry out specific tasks’. Accreditation is delivered by the ‘competent authority’ based on a set of defined standards and the continual internal audit of the laboratory processes and infrastructure against these standards to achieve conformance. Additionally, the ‘competent authority’ periodically undertakes assessments to ensure compliance with the standards. These assessments vary in frequency and nature depending upon the assessment body. In some instances (e.g. UK Accreditation Service, UKAS), the assessments are annual and based on a four- year cycle covering the whole laboratory repertoire and infrastructure. The HSE is responsible for the inspection and licencing of microbiological containment level 3 and 4 facilities. The HTA is responsible for legal registration of laboratories that process and store human tissue, and is mainly histology related. The MHRA provides guidelines on good laboratory practice, good clinical practice, good clinical laboratory practice, and good manufacturing practice, largely around clinical trial work. It is also responsible for accreditation of blood transfusion laboratories. Finally, it provides guidance on the In Vitro Diagnostic Medical Device Directive (IVDMDD, 98/ 79/ EC) and the regulation of medical ‘devices’ including diagnostic devices, where a ‘device’ is defined as including reagent kits and analytical platforms. EFI provides guidance and standards for transplantation and tissue typing laboratories across Europe. Until 2009, CPA provided accreditation for the majority of UK pathology services. CPA was acquired by the UK Accreditation Service in 2009. UKAS is a government- appointed national accreditation body for the UK that is responsible for certification, testing, inspection, and calibration services, and is the competent authority for all ISO standards, not just pathology. It covers various sectors, including healthcare, food production, energy supply, climate change, and personal safety. The majority of UK pathology services will be UKAS ISO15189 accredited by 2018, including transitional ‘dual’ CPA standards/ ISO15189 accreditation between 2015 and 2018. It also provides ISO22870:2006 accreditation that is point of care specific, as well as ISO17025:2005, which applies to calibration standards.
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Conference papers on the topic "Standards-based training"

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Miller, Neal. "Creating standards-based optics and photonics classes K-16." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468688.

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Dang, Zhijun, and Lizhen Liu. "Construction of 1 + X-Based International Land Port Logistics Talent Training Standards." In 3rd International Conference on Advances in Management Science and Engineering (IC-AMSE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200402.033.

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Monsalve, Juan C., Andrea Uribe, Jorge A. Cardona-Gil, Marisol Osorio, Carlos A. Hincapie, and Cesar A. Isaza. "Development of an automatic control system employing CDIO standards and competence-based learning." In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2016. http://dx.doi.org/10.1109/ithet.2016.7760755.

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Arakelyan, Vanuhi. "TRAINING STANDARDS FOR ADMINISTRATIVE HEADS IN THE JUDICIARY SYSTEM 2." In THE LAW AND THE BUSINESS IN THE CONTEMPORARY SOCIETY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/lbcs2020.21.

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The report raises questions related to the need for training standards for administrative heads/managers in the Bulgarian judiciary system. The existing normative frameworks for the required skills and qualities for an administrative head in a judicial body are examined, as well as a European classification for the types of powers and functions of the administrative heads is presented. Based on the analysis, the need for training for the acquisition of different in content and characteristics skills is substantiated, and the main standards by which it should be conducted are presented.
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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Horon, Barry, and Peter Hansen. "Effectiveness of Web Based Pipeline Operator Training and Qualification Systems." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0372.

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Managers of today’s pipeline companies are looking for effective training programs for pipeline operations and maintenance (O&M). One of the more significant reasons for the renewed interest in training has been the measures implemented by U.S. government regulators in response to recent pipeline accidents. These measures have included publication of enhanced pipeline safety standards, imposition of large fines for infractions, and even imprisonment for pipeline employees. In the meantime we’ve witnessed a proliferation of web-based learning management systems (LMS), some of which specifically target training for pipeline operations and maintenance. These “all in one” training systems promise much: 24/7 access from any Internet-enabled computer, more consistent and less expensive training, a self-paced learning environment, centralized training material, the potential for a multimedia learning experience, and easier management of qualification records. This paper explores reasons why pipeline managers should be cautious when considering web-based learning management systems as a complete training solution for their operations.
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Wilkinson, Antony, Kirsty Walker, Gregory Neale Mcewen, Gary Woolsey, and Iain Sanderson. "Improving Waste Injection Service Quality Through The Development And Application Of Technical Standards And Competence Based Training." In SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 2010. http://dx.doi.org/10.2118/126961-ms.

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Slobodkina, F., and Vitaly Malinin. "Improving Waste Injection Service Quality Through The Development And Application Of Technical Standards And Competence Based Training." In SPE Russian Oil and Gas Conference and Exhibition. Society of Petroleum Engineers, 2010. http://dx.doi.org/10.2118/135795-ms.

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Gelder, Lawrence F. "Implementation of the ASME Code and NQA-1 in U.S. Department of Energy Packaging Certification Program Training Courses." In ASME 2011 Pressure Vessels and Piping Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/pvp2011-57882.

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Under the authorization of the Department of Transportation, per 49 CFR Part 173.7(d), Type B and fissile radioactive materials packagings made by or under the direction of the U.S. Department of Energy (DOE) may be used for the transportation of Class 7 materials when evaluated, approved, and certified by DOE against packaging standards equivalent to those specified in 10 CFR Part 71. The DOE certificate is issued on the basis of a safety analysis report of the package design and application. The applicant must demonstrate to DOE the package meets the standards in the 10 CFR Part 71. Since the Type B and fissile radioactive materials packaging standards specified in 10 CFR Part 71 are performance based standards, guides and other tools are necessary to demonstrate how a package design meets the standards. Two essential tools used by packaging applicants and reviewers to quantify and demonstrate compliance with the safety standards/requirements of the CFR are the ASME Boiler and Pressure Vessel (B&PV) Code and ASME NQA-1. The DOE Packaging Certification Program develops and sponsors training courses for packaging applicants and reviewers. Many of these courses are required training by DOE for persons that manage or prepare safety analysis reports for package designs (i.e., applications) submitted to the DOE for certification. The ASME B&PV Code and NQA-1 are ubiquitous in the DOE core training courses. This paper provides an overview how the ASME B&PV Code and NQA-1 are implemented in DOE Packaging Certification Program training courses.
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Klett, Fanny. "Active Competition and Efficiency of Labor: Significance of Modern Web-Based E-Learning and Training Services and Recent Standards Developments." In Communications Technology (ICICT). IEEE, 2008. http://dx.doi.org/10.1109/itict.2008.4806641.

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Reports on the topic "Standards-based training"

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Yentis, S. M., K. Asanati, C. R. Bailey, R. Hampton, I. Hobson, K. Hodgson, S. Leiffer, S. Pattani, and K. Walker-Bone. Better musculoskeletal health for anaesthetists. Association of Anaesthetists, June 2021. http://dx.doi.org/10.21466/g.bmhfa.2021.

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3Association of Anaesthetists | Better musculoskeletal health for anaesthetistsSummaryWork-related musculoskeletal disorders are very common amongst healthcare workers, and there is evidence that anaesthetists are at greater risk of upper limb disorders than other groups. This guidance aims to bring together advice and recommendations from a variety of sources in order to inform and support anaesthetists at work, in an attempt to reduce the prevalence and severity of work-related musculoskeletal disorders and the exacerbation of pre-existing disorders. Mechanical and psychosocial risk factors for work-associated musculoskeletal disorders are summarised, along with general principles for achieving better musculoskeletal health and practices specific to areas of the body most at risk. These include recommended exercises and stretches during sedentary work.RecommendationsAttention must be paid by both employers and anaesthetists to the physical and psychological risk factors that may lead to development and/or exacerbation of musculoskeletal disorders. This requires ongoing risk assessments and adherence to published standards of health and safety at work, including training. Such a programme is best achieved as part of a multidisciplinary approach.What other guidelines are available on this topic? There are many sources of guidance on health and safety in the workplace, across many sectors, much of which is of relevance to anaesthetists. There is no readily accessible guidance specifically aimed at the anaesthetic workplace.Why was this guideline developed?This guidance was developed as part of a wider piece of work by the Association of Anaesthetists based around ergonomics of the anaesthetic workplace, as a result of the increased reported incidence of musculoskeletal disorders amongst anaesthetists. It aims to draw on existing guidance and present a summary of advice relevant to anaesthetists and their practice.How and why does this publication differ from existing guidelines?This guidance summarises other advice and recommendations, and focuses on factors relevant to the anaesthetic workplace
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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