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Johnson, Elizabeth D., Fiona L. Bird, Jeanette Fyffe, and Emma Yench. "Champions or Helpers: Leadership in Curriculum Reform in Science." Journal of University Teaching and Learning Practice 9, no. 3 (July 1, 2012): 74–90. http://dx.doi.org/10.53761/1.9.3.7.
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This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education.
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Rutkiene, Ausra, and Ilona Tandzegolskiene. "APPROACHES TO THE LEADERSHIP IN EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 549–59. http://dx.doi.org/10.17770/sie2021vol1.6374.
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The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.
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Sullivan, Brian T., Mikalyn T. DeFoor, Brice Hwang, W. Jeffrey Flowers, and William Strong. "A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989914. http://dx.doi.org/10.1177/2382120519899148.
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Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.
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Zou, Ping, Lauren Easton, Emily Mudrick, Stephanie Grzelak, and Rick Vanderlee. "Strengths-based student-led presentations in clinical reflection seminars: Narratives of learning experiences." Journal of Nursing Education and Practice 8, no. 3 (November 2, 2017): 48. http://dx.doi.org/10.5430/jnep.v8n3p48.
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According to the strengths-based care theory, the strengths-based student-led presentation was designed and implemented in order to improve learning and teaching experiences in clinical reflection seminars. This paper describes learning experiences of both the instructor and the learners, explores common narrative themes, and discusses future implications of strengths-based applications in undergraduate nursing education. Through reflection on learning experiences, four themes, including creating a caring and empathetic learning environment, an open self-directed curriculum design, reciprocal learning, and leadership to influence peers and practicum, have been explored.
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GUSAROVA, M. S., A. V. KOPYTOVA, and I. G. RESHETNIKOVA. "FORMATION OF LEADERSHIP COMPETENCIES OF MODERN RUSSIAN CIVIL ENGINEER IN THE EDUCATIONAL PROCESS." Periódico Tchê Química 16, no. 31 (January 20, 2019): 903–12. http://dx.doi.org/10.52571/ptq.v16.n31.2019.913_periodico31_pgs_903_912.pdf.
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The article presents the author's view on the new training course "Personnel Management" for masterdegree builders aimed at forming leadership competencies. It is necessary to change the paradigm of training an engineer and include in the process of the formation such subjects that are aimed at forming his or her organizational competencies, leadership, responsibility for making decisions in the field of team management. As a part of the new training approach, it is proposed to build the leadership skills with the help of active teaching methods: business games, project teams, case studies, training. Basing on work experience and curriculum development, it is known that the main difficulty for compilers of curricula is a selection of those subjects that will help to implement these competencies. Therefore, we propose the subject (module) "Personnel management" that has the deep basis of knowledge of many personal issues and is made up of a set of interdisciplinary themes with a set of new activity tools. The condition for the training of civil engineers is to increase the activity component: application of project management, work in small groups (teams), CDIO initiative, interdisciplinary approaches, practice-oriented training.
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Keevy, Zondre, and Juliet Perumal. "Promoting transformational leadership practices of retail managers." Journal of Management Development 33, no. 10 (October 7, 2014): 919–31. http://dx.doi.org/10.1108/jmd-05-2012-0057.
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Purpose – The pursuit of knowledge should be the objective of managers in the workplace, both for the purpose of empowerment and to achieve financial objectives. It is important that retail managers have a need to solidify their transformational leadership knowledge, which ultimately could increase their capacity to excel. The paper aims to discuss these issues. Design/methodology/approach – A structured management development programme (MDP), consisting of a comprehensive spectrum of retail management and leadership theory and practices, was designed to develop transformational leadership by using transformational teaching and learning strategies. The sample for this study consisted of seven retail managers from a group of 20 managers, employed by Retek, the largest independent retail pharmacy group in South Africa. A focus group interview identified the dominant themes and produced a landscape to understand the retail managers’ environment, their preferred teaching methodology and benefits experienced from attending the MDP. Findings – By transforming themselves, these managers have become more empathetic leaders, armed with self-awareness and a deeper awareness of team issues. The MDP created in a shift in their attitude towards attending training programmes and subsequently, has created a more accommodating philosophy towards workplace learning. The study added to the understanding of how transformational teaching and learning lead to more effective transformational leadership and the integration of theory into practice by retail managers. The conclusion was that by embracing and practising a transformational teaching and learning ideology, the managers would be better equipped with managerial and transformational leadership abilities. Originality/value – This research provided a landscape for future management development training in terms of selection of managers to attend, relevant curriculum, teaching and learning methodology as well as benefits of this type of professional development. This initiative was the first project in which such a programme has been designed, developed and instructed in this particular organisation and encompassed a unique experience in terms of training, professional development and the change in the willingness to engage in training and acknowledgement of the value of learning.
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Galang, Aljon Delmo. "Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 236–49. http://dx.doi.org/10.47134/ijsl.v1i3.43.
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Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.
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Mai, Daniel H., Heather Newton, Peter R. Farrell, Paul Mullan, and Rupa Kapoor. "Assessment of Clinical Leadership Training Needs in Senior Pediatric Residents." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052098859. http://dx.doi.org/10.1177/2382120520988593.
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Introduction: Although clinical leadership in physicians is associated with improved healthcare, leadership training is rarely integrated into residency training. Our objective was to perform a comprehensive needs assessment of our pediatric residents’ existing leadership experiences and knowledge and to identify training gaps within our program. Methods: First, we held focus groups with senior pediatric residents to understand their clinical leadership experiences and identify training needs. Notes were transcribed and independently coded by 2 researchers, with thematic saturation achieved. Next, we focused each session on 1 leadership content area identified from the aforementioned themes to better understand the specific training needs for each topic. Results: Four major themes were identified: (1) Effective and timely communication with supervisors, learners, ancillary staff, and patients is indispensable in promoting safe patient care, avoiding conflict, and preventing misunderstanding. (2) Training in teaching methods is desired, especially gaining the skills needed to teach various levels of learners, in different settings and under time constraints. (3) Time management, availability of resources, and team logistics were often learned through trial-and-error. (4) Self-care, self-acceptance, emotional regulation, and peer debriefing are relied upon to manage negative emotions; rarely are resilience and wellness strategies employed in “real-time.” Conclusion: Senior residents currently face gaps in clinical leadership training and may benefit from additional instruction in content areas related to these 4 themes. Our next steps are to utilize the identified themes to develop a longitudinal and skills-based clinical leadership curriculum to address the gap in graduate medical education.
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Clark, Marcia, Jonathan White, Sharla King, and Mike Carbonaro. "Exploring Surgeons' Perceptions of the Role of Simulation in Surgical Education: A Needs Assessment." Canadian Medical Education Journal 2, no. 2 (November 22, 2011): e44-e52. http://dx.doi.org/10.36834/cmej.36547.
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Introduction: The last two decades have seen the adoption of simulation-based surgical education in various disciplines. The current study’s goal was to perform a needs assessment using the results to inform future curricular planning and needs of surgeons and learners.Methods: A survey was distributed to 26 surgeon educators and interviews were conducted with 8 of these surgeons. Analysis of survey results included reliability and descriptive statistics. Interviews were analyzed for thematic content with a constant comparison technique, developing coding and categorization of themes.Results: The survey response rate was 81%. The inter-item reliability, according to Cronbach’s alpha was 0.81 with strongest agreement for statements related to learning new skills, training new residents and the positive impact on patient safety and learning. There was less strong agreement for maintenance of skills, improving team functioning and reducing teaching in the operating room. Interview results confirmed those themes from the survey and highlighted inconsistencies for identified perceived barriers and a focus on acquisition of skills only. Interview responses specified concerns with integrating simulation into existing curricula and the need for more evaluation as a robust educational strategy.Conclusion: The findings were summarized in four themes: 1) use of simulation, 2) integration into curriculum, 3) leadership, and 4) understanding gaps in simulation use. This study exemplifies a mixed-methods approach to planning a surgical simulation program through a general needs assessment.
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Mughal, Shahid Hussain, Muhammad Mujtaba Asad, and Donnie Adams. "Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement." International Journal of Educational Management 35, no. 1 (October 8, 2020): 159–72. http://dx.doi.org/10.1108/ijem-04-2020-0203.
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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.Design/methodology/approachIn this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.FindingsThe overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.Practical implicationsThis research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.Originality/valueThis is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.
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Rajeh, Nisreen, Janet Grant, Jamila Farsi, and Ara Tekian. "Contextual Analysis of Stakeholder Opinion on Management and Leadership Competencies for Undergraduate Medical Education: Informing Course Design." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052094886. http://dx.doi.org/10.1177/2382120520948866.
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Background: The study aimed to conduct a contextual analysis of interviews intended to assist with the future design of a feasible and relevant leadership and management course for undergraduate medical students at King Abdulaziz University (KAU), Saudi Arabia. Methods: This was a cross-sectional study conducted at King Abdulaziz University (KAU), Saudi Arabia, during 2019. An exploratory qualitative approach, utilizing systematic content analysis, was used. Data were collected using semi-structured interviews that were conducted with 10 leaders who were stakeholders at KAU, health service providers at KAU hospital, and stakeholders in the Ministry of Health. Results: This study revealed critical findings that highlighted the areas in which KAU could instill better and adequate leadership and management skills in their undergraduate medical students. Multiple core categories for a leadership and management curriculum emerged with many interrelated themes. Most participants mentioned that leadership can be taught and that early exposure is beneficial for developing skills. Additionally, they stated that leaders should have a vision and the ability to articulate that vision. Conclusions: Different implementation challenges were described in relation to the availability of human resources, the current short supply of suitable teachers, and program design. Teaching methods recommended included simulations, lectures, and a project-based approach. Assessment methods that were recommended included objective structured clinical examination (OSCE), formative and summative assessments, self-assessments, and portfolios.
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Shehata, Mohamed HK, Enjy Abouzeid, Nourhan F. Wasfy, Adel Abdelaziz, Ray L. Wells, and Samar A. Ahmed. "Medical Education Adaptations Post COVID-19: An Egyptian Reflection." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052095181. http://dx.doi.org/10.1177/2382120520951819.
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Background: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. Objective: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. Design: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. Results: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. Conclusions: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages.
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Silverthorn, Dee U., Patti M. Thorn, and Marilla D. Svinicki. "It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project." Advances in Physiology Education 30, no. 4 (December 2006): 204–14. http://dx.doi.org/10.1152/advan.00064.2006.
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The Integrative Themes in Physiology (ITIP) project was a National Science Foundation-funded collaboration between the American Physiological Society (APS) and the Human Anatomy and Physiology Society (HAPS). The project goal was to create instructional resources that emphasized active learning in undergraduate anatomy and physiology classrooms. The resources (activity modules and professional development) addressed two factors thought to be limiting science education reform: instructors' knowledge of how to implement active learning instruction and time to design innovative curricula. Volunteer instructors with a strong interest in using active learning in their classrooms were recruited to use the ITIP modules and provide ease-of-use feedback and student assessment data. As the study unfolded, instructor attrition was higher than had been anticipated, with 17 of 36 instructors withdrawing. More surprisingly, instructors remaining with the project failed to use the modules and reported specific obstacles that precluded module use, including lack of support from academic leadership, unplanned class size increases and heavy teaching loads, a union strike, insufficient time to develop a mindset for change, inadequate technology/funding, an adverse human subjects ruling, incompatibility of modules with instructors' established content and expectations, and personal factors. Despite the lack of module use and obstacles, 8 of 19 site testers began independently to introduce new active learning instruction into their classrooms. In the larger picture, however, it is important to note that only 8 of the initial 36 volunteers (22%) actually ended up changing their instruction to include opportunities for student active learning. These findings underscore the difficulty of implementing instructional change in college classrooms.
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Mkhize, Sipho W. "Reflections of academic nurse leaders on transformational leadership styles utilised in nursing education institutions, South Africa." Journal of Nursing Education and Practice 9, no. 10 (July 28, 2019): 92. http://dx.doi.org/10.5430/jnep.v9n10p92.
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Objective: The aim of this article is to reflect on the experiences of the nursing education leaders with transformational leadership styles, with the objective of describing such styles used by academic nurse leaders.Methods: The qualitative research adopted an explorative, descriptive and contextual design. The participants (N = 8) were purposively selected, based on their availability and number of years’ experience as nursing education leaders, through an open invitation. Data was collected by means of in-depth individual interviews using a broad, central question, thereby allowing the participants to interpret the question and answer voluntarily. All tape-recorded interviews and field notes were transcribed verbatim and analysed using open coding of Tesch to identify themes and sub-themes.Results: The results reflected transformation was viewed differently by participants, and as challenging and inclusive. Participants reported that transformation was challenging due to the number of demands from policy makers for the implementation of unified curriculum reforms, which were student-centred, restructuring and rationalisation of fragmented nursing education institutions (NEIS) to one college (leadership and governance) and campuses (teaching and learning) per province in South Africa. Participants also reflected there were inadequate human and material resources supporting the implementation of policy directives. Participants revealed the transformation was inclusive, and the new policy framework for unified and seamless national education system should be adopted and implemented across all levels. The noticeable shared leadership was perceived as inclusive transformation. Participants verbalised that transformation made strides to ensure that integration of all categories of staff. Participants voiced strong views that team functioning, with a common goal to achieve transformation, was the vehicle for the success of nursing education institutions.Conclusions: The research revealed that transformational leadership was experienced differently by academic nurse leaders. These different views created awareness to review existing strategies in the implementation of transformation. Academic nurse leaders should explore alternative approaches to ensure transformation is fully embraced and hurdles are addressed collectively. The monitoring and evaluation of the transformation process is a recipe for a successful transformational leadership style.
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Mark, Isabel, and Victoria Fernandez Garcia De Las Heras. "A cross-sectional study exploring attitudes of first year medical students towards psychiatry and factors they identified that would help stimulate their interest." BJPsych Open 7, S1 (June 2021): S146. http://dx.doi.org/10.1192/bjo.2021.412.
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AimsPsychiatry has had long standing recruitment difficulties. Many efforts have been made to explore strategies that encourage interest in the specialty, with early university experience being an important factor in ultimate career choice. The Royal College of Psychiatrists ‘Choose Psychiatry’ guidance for medical schools outlines four key areas of focus: teaching excellence, placement quality, leadership and enrichment activities, with other research reporting similar conclusions. The aim of this study was to assess attitudes towards psychiatry amongst first year medical students, examine what input they would welcome from psychiatrists at this stage of their career and consider if their wishes are in keeping with the ‘Choose Psychiatry’ guidance.MethodAll first-year medical students at St George's University of London were approached in October 2019 and offered the opportunity for early psychiatry exposure. 60 students were recruited. Data were collected in November 2019 via an online questionnaire comprising of baseline demographics, the 30-item Attitudes Towards Psychiatry questionnaire (ATP-30) and a free-text question asking what students would like from psychiatry at this stage of their education. Quantitative data were analysed using Excel, whilst qualitative data were analysed thematically.ResultThe mean ATP-30 score was 113.83 (SD 12.57, range 70-135). Gender, ethnicity and religious background were not associated with a change in ATP score. Undergraduates’ attitudes were more positive than those of postgraduates (independent t-test revealed a p-value of 0.087). Seven themes were identified outlining what students wanted from psychiatry, the most prominent being: (a) learning about the lifestyle of a psychiatrist and finding a role model, (b) exploring the patient perspective, (c) exploring the interaction between psychiatry and specialities and (d) having an opportunity to develop communication skills.ConclusionThe findings demonstrate higher ATP-30 results than previous literature has reported, potentially due to mental health awareness campaigns in recent years. As undergraduates were found to have a higher mean score, targeting them for additional psychiatry contact may be beneficial. Themes identified by students in this study support ‘Choose Psychiatry’ guidance, whilst also highlighting the potential for combining some psychiatry with other specialties in the curriculum. Integration with communication skills teaching might help engage those not initially psychiatry-inclined. Further study will be required to establish whether implementing the suggested strategies can lead to improvement in student ATP-30 scores and ultimately increased recruitment rates.
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Davison, Aidan, Paul Brown, Emma Pharo, Kristin Warr, Helen McGregor, Sarah Terkes, Davina Boyd, and Pamela Abuodha. "Distributed leadership." International Journal of Sustainability in Higher Education 15, no. 1 (December 20, 2013): 98–110. http://dx.doi.org/10.1108/ijshe-10-2012-0091.
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Purpose – Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching. Design/methodology/approach – Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. Findings – Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform. Originality/value – Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.
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Macpherson, I., T. Aspland, B. Elliott, C. Proudford, L. Shaw, and G. Thurlow. "Theorising Curriculum Leadership for Effective Learning and Teaching." Curriculum and Teaching 11, no. 1 (January 1, 1996): 23–33. http://dx.doi.org/10.7459/ct/11.1.03.
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Liu, Xiaowei, and Liang Chen. "Research on the Influence of Teaching Leadership on Teaching Quality." SHS Web of Conferences 123 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202112301001.
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Teachers’ teaching leadership will afflict the quality of teaching. Governed by the straightforward theory of leadership power, construct the behaviors system of teachers’ teaching leadership. Through the questionnaire survey, we can assess the influence of teachers’ teaching leadership and its behaviors system on the evaluation of curriculum teaching quality. Research demonstrates that teachers’ professional teaching leadership and inspirational teaching leadership have a material effect on instructing quality evaluation. Teachers’ teaching methods and ideological along with honorable behaviors have a sizeable impact on the evaluation of teaching quality.
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Kulsum, Robi�ah Ummi, Adian Husaini, and Didin Saefuddin. "Internalisasi Nilai-Nilai Akhlak Melalui Pembelajaran Tematik pada Sekolah Dasar Sekolah Alam Bogor." Ta'dibuna: Jurnal Pendidikan Islam 5, no. 2 (September 8, 2016): 184. http://dx.doi.org/10.32832/tadibuna.v5i2.590.
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<p class="Affiliation">As one of the alternatives education, Sekolah Dasar Sekolah Alam Bogor (SDAB) has been practicing the thematic approach in their learning process and offers educational concept based on character values. Therefore, it is necessary to do a through study about the efforts of internalization of values in the thematic approach which has been implemented in SDAB, in order to obtain the concept of internalization of moral values in the thematic education, so that it can be used in the implementation of a thematic education in elementary and Islamic elementary schools. The main objective of this study is to find concept of internalization of moral values through thematic learning in Elementary Schools of SAB and to formulate concept of internalization of moral values through thematic learning. This study is a qualitative research using descriptive method by case study approach. The goal is to obtain valid, in-depth and useful data. The results of this study indicate that: 1) The concept of internalization of moral values at the SDAB is done with a values-based institution that is based on the teachings of Islam which is directed to the formation of character. The values of these institutions must be owned and run by the entire community of SDAB called with the values SALAM. SALAM values are supported by three fundamental pillars of learning, they are the pillars of morality, logic and leadership; 2) In the implementation stage, the internalization of moral values at the Elementary School of SAB is done in order to realizing the achievement of values institutions �SALAM�. One of the methods that supports the process of internalization of moral values at this school is the usage of a thematic approach to learning. The efforts wich have been done in the internalization of moral values is by the substantive approach, and reflective approach. Therefore, a thematic approach is not only used in intra but also carried out in extra-curricular activities; 3) The process of internalization of moral values through thematic learning should be well planned. Among them that there should be goals, materials, strategies, and certain preconditions to internalize these efforts can be succeed. The pattern of the internalization of moral values through thematic learning that can be applied to Islamic educational institutions is: <em>first</em>, determine the moral values of the institution; <em>second</em>, set the major themes that connect the various learning activities both intra and extra; <em>third</em>, implement procedures of thematic learning in the curriculum, consisting of planning, implementation and evaluation; <em>forth</em>, controll the efforts of internalizing these moral values by considering various methods which have an important role in the process of internalization, such as teaching, modelling, habituation, motivation and enforcement; <em>fifth</em>, implement the moral values in extracurricular activities by using themes that suitable to the vision and mission; <em>sixth</em>, cooperate with stakeholders in building a learning community which degenerate akhlak al-kar?mah, <em>seventh</em>, Reflection. This study therefore show that a thematic approach can be used in an attempt to internalize moral values, along with regular and sustainable pattern of objectives, processes, and evaluations.</p><p class="keywords"><strong>Keywords</strong>: internalization, akhlak values, natural school, tematik learning.</p>
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Patrizio, Kami M., and Corrie Stone-Johnson. "Curriculum leadership in global context: a self-study of educational leadership teaching practices." International Journal of Leadership in Education 19, no. 4 (March 16, 2015): 402–16. http://dx.doi.org/10.1080/13603124.2015.1015615.
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Hermosura, Billie Jane. "Teaching Future Dietitians Leadership: A General Needs Assessment." Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings 2, no. 1 (March 7, 2019): 45–62. http://dx.doi.org/10.18192/jpds-sjpd.v2i1.2639.
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The needs of the patient population are characterized by more chronic or complex health problems and the health care delivery system is constantly undergoing transformation. While discussions among stakeholders about changing the health system are essential, there is a concurrent need to focus on health professions education. There is a need to understand how entry-to-practice standards are used to develop health professions curricula. Based on recent stakeholder consultations and workforce assessments conducted by Dietitians of Canada and provincial interest groups, an emerging area of dietetic competency appears to be leadership. The purpose of this research project was to gain a better understanding around how competency standards are utilized to develop health professions curriculum, with a focus on dietetic curriculum related to management and leadership. To meet this objective, a general needs assessment was conducted using five databases: CINAHL, PubMed, FSTA, Scopus, and ERIC. The ancestry method was incorporated with purposive sampled articles to find additional research articles. The following key terms were included in the search: health professions, dietetics, nutrition, management, leadership, education, curriculum, competency, entry-level. A review of the literature indicates that developing professional competencies in leadership can strengthen some health professionals’ capacity to take on certain roles through competency-based education. In addition, the long-term training effects result in an increase in specific competencies relevant for effective interprofessional collaboration. There is opportunity for pedagogical and practice-based activities to strengthen leadership abilities of future dietetic professionals.
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Arif, Seema, Zaheer Asghar, and Sajida Mukhtar. "Interactive Effect of School principals’ Leadership Styles and Teacher Characteristics on Curriculum Implementation at Public Secondary Schools of Punjab." UMT Education Review 3, no. 1 (2020): 95–119. http://dx.doi.org/10.32350/uer.31.05.
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The research was conducted in the positivist paradigm to determine the interactive effect of school principals' leadership style and the teaching characteristics (traditional Vs. Progressive) of school teachers on curriculum implementation. The research further explores how teaching characteristics mediate between school principals' leadership style and curriculum implementation. Higher secondary school teachers' perceptions were collected from 600 teachers teaching at secondary schools in six districts of Punjab. Multistage sampling was used to draw a sample from a large and diverse population. Descriptive and inferential statistics were used to determine the relationship among various constructs leadership styles, teacher characteristics, and strategies used for the curriculum implementation at secondary schools of Punjab. Path analysis using Structure Equation Modeling with AMOS yielded unique relationships among leadership styles of school principals and teacher characteristics for curriculum implementation. Democratic style of school principals was found to exert maximum direct influence on curriculum implementation with no teacher characteristics mediation. However, it is found that both teacher characteristics play a significant mediating role in curriculum implementation; the visionary style was best mediated through progressive characteristics, and 2) commanding style was mediated through traditional characteristics. The research draws attention to existing gaps in developing teacher expertise for curriculum implementation, which need to be addressed to prepare future teacher leadership in Pakistan.
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Crook, James A. "Taking a Closer Look at Teaching, Leadership and Curriculum Design." Journalism Educator 43, no. 3 (September 1988): 54–56. http://dx.doi.org/10.1177/107769588804300312.
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Arrieta, Gilbert S. "Curriculum Evaluation: Inputs for Principal’s Instructional Leadership." International Journal of Social Learning (IJSL) 1, no. 2 (April 20, 2021): 146–61. http://dx.doi.org/10.47134/ijsl.v1i2.45.
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One of the most important components in education is the curriculum. It undergoes evaluation and development to be responsive to the needs of the times. It adapts to the kind of teachers and learners because teaching and learning are dynamic. The main drivers of the curriculum are the education leaders primarily the principals who are the instructional leaders. The main task of the principal is instructional leadership which means overseeing the teaching and learning process starting with the curriculum. However, the administrative tasks of the principals deprive them of becoming effective instructional leaders. This study aims to present the experiences of the researcher in curriculum evaluation under different principals in a private sectarian school in Manila and seeks to identify how principals can take a strong leadership presence in the challenges in instruction and curriculum evaluation. A critical reflection which is an extension of “critical thinking” and asks us to think about our practice and ideas and then it challenges us to step back and examine our thinking by asking probing questions was used as the method in this study. The researcher looks back into his experiences and identifies the key points in curriculum evaluation vis-à-vis the tasks of instructional leadership. It found out that curriculum evaluation, primarily an integral part of instructional leadership. The principals have to do curriculum evaluation as a collaborative task and process. Moreover, curriculum evaluation with instructional leadership should be giving importance to professional development and mentoring of academic heads and teachers.
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Lamont, Ross I., and Ann L. N. Chapman. "Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum." Leadership in Health Services 32, no. 3 (June 28, 2019): 435–44. http://dx.doi.org/10.1108/lhs-12-2017-0075.
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Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. Design/methodology/approach This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. Findings This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. Originality/value This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.
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Mukhtar, Sajida, Abdul Hameed, and Seema Arif. "Factors Influencing the Successful Curriculum Implementation in Secondary Schools of Punjab." Global Educational Studies Review V, no. III (September 30, 2020): 340–49. http://dx.doi.org/10.31703/gesr.2020(v-iii).33.
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The role of the principal has been explored through using Goleman's leadership styles and leadership strategies in curriculum implementation. However, there are certainly other factors as well which influence successful curriculum implementation, such as teaching characteristics and provision of facilities. The data was collected from 600 teachers and 36 headteachers across Punjab using multistage sampling. The data were organized and recorded with SPSS 21. Descriptive and inferential analysis was used to determine the interactive effect of factors (leadership styles, teaching characteristics, and leadership strategies) in curriculum implementation. The results indicate that both dissonant and resonant leaders achieve their objectives in different ways. Resonant leaders adopt more visionary and coaching style to be successful with progressive teachers; whereas, dissonant leaders use the more commanding style with traditional teachers. Content analysis has been used to analyze structured interviews with headteachers; comparison between the responses of teachers and school principals helped us to identify gaps in leadership and successful implementation of the curriculum.
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Florez, Wilson Antonio. "Embodying engineering leadership." Kybernetes 48, no. 7 (August 5, 2019): 1547–62. http://dx.doi.org/10.1108/k-05-2018-0242.
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Purpose Accrediting boards and employers agree that there is a growing need for engineering leadership training. The aforementioned recognized, soft skills training is still an incipient initiative in the engineering discipline. This paper aims to summarize the implementation of the Engineering Leadership Program at the School of Engineering, where the implementation process uses the model for learning and teaching proposed by Reyes and Zarama, 1998b, as a strategy to embody engineering leadership capabilities. The best practices in regard to the capabilities that promote engineering leadership are discussed. The final remarks highlight the relevance of the active student roles in the development of the Engineering Leadership Program. Design/methodology/approach The author describes the implementation of the Engineering Leadership Program using Reyes and Zarama’s process of embodying distinctions. Findings The use of systemic models for teaching and learning in the implementation of Engineering Leadership Programs helps facilitate leadership competencies in students. The implementation of “engineering leadership” as complementary activity in the engineering curriculum demonstrated individual and program advantages – in comparison to solely modifying the current engineering curriculum. Originality/value This work enhances the understanding of how engineering schools can design activities to promote engineering leadership in former engineers as is requested by international accreditation boards and by engineering employers.
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Shan, Yiming. "Teaching Research Group Leaders’ Engagement in Curriculum Leadership: The Principals’ Perspective." Open Journal of Leadership 10, no. 02 (2021): 60–78. http://dx.doi.org/10.4236/ojl.2021.102005.
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Paranhos, Márcia Cristina Rocha, and Lívia de Rezende Cardoso. "Body and health in the training of health professionals: a mapping of scientific production." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (June 1, 2021): e12480. http://dx.doi.org/10.20952/jrks2112480.
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This article builds a mapping in order to analyze the theses and dissertations about body, health, curriculum and training of health professionals. For this, theses and dissertations were mapped in the period from 2010 to 2020 through a state-of-the-art study. The composition of the data is given by the presentation and discussion of the listed texts. As for research, these concern the production of bodies based on biotechnological discourses; professional training in health; others point to the curricula of health courses after the National Curriculum Guidelines (DCN); the performance of health professionals in relation to the Unified Health System (SUS); teaching strategies for health training; corporeidity in the curricula, especially in the curricula of the Physical Education course; the anatomoclinical body and educational health practices. In this perspective, some contributions, limits and possibilities of this academic production were observed.
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Schwartz, Catherine, and Anne S. Ticknor. "Beginning Elementary Mathematics Teachers Negotiating Leadership Responsibilities." Journal of Interdisciplinary Teacher Leadership 1, no. 2 (July 1, 2017): 3–18. http://dx.doi.org/10.46767/kfp.2016-0006.
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Induction has been given much attention in recent years. Research indicates that a comprehensive program with multiple supports for new teachers including reasonable teaching loads and complete curriculum resources are most effective. However, this is not the reality for many beginning teachers. In a study of a two-year, university-based, mathematics-specific induction program for elementary teachers, we found many first-year teachers were given teacher leadership responsibilities at their schools. These leadership experiences were confounded by school contexts in which curriculum resources were incomplete or competed with the BTs visions of “good” mathematics teaching. Qualitative data included interviews, surveys, written reflections, and researcher field notes from the first year of study. This article reports three first-year teachers’ experiences of significant leadership responsibilities. Findings call for ways to prepare BTs in undergraduate and induction programs for the non-instructional duties in teaching and to develop the agency needed to negotiate school-based contextual constraints.
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G Malakyan, Petros. "International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies." International Journal of Doctoral Studies 14 (2019): 325–50. http://dx.doi.org/10.28945/4254.
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Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.
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Reskiawan, Bimas, and Henny Novianti Idris. "Teachers’ Readiness in Teaching English Based on Curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (April 30, 2021): 128. http://dx.doi.org/10.26858/eltww.v8i1.20288.
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Successful of curriculum 2013 not only on the accuracy and comprehensive design of curriculum substance, but from the principal leadership at the level of school and leadership of teachers at the level of class.The objectives of this research was to describe the teachers’ readiness in teaching English based on curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka which viewed from dimension of planning, process, and evaluation. The design of the research was qualitative. When conduct the research, the researcher using two instruments in collecting the data, they are: questionnaire and interview. Subject of this research was all of the English teachers in Madrasah Tsanawiyah Negeri 1 Kolaka. This research was conducted along one week. The result of this research exposed that teachers already taught English subject based on curriculum 2013, which viewed from dimension of teaching planning, the percentage was 87,41%. Teaching process, the percentage was 80,46%. Teaching evaluation, the percentage was 83,52%.
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Powell, Sian, Anju Verma, Paul Booton, and Colin Bicknell. "How an online questionnaire can explore leadership teaching in an undergraduate curriculum." JRSM Short Reports 3, no. 9 (September 2012): 1–5. http://dx.doi.org/10.1258/shorts.2012.012056.
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Liu, Shih-Hsiung, and Hsien-Chang Tsai. "Teachers’ Experiences of Collaborating in School Teaching Teams." Asian Social Science 13, no. 2 (January 19, 2017): 159. http://dx.doi.org/10.5539/ass.v13n2p159.
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Teachers in numerous countries worldwide often confront education reforms in their career, in which, collaborating is considered a feasible approach to changing teachers’ traditional teaching philosophy. This study aims to examine Taiwanese teachers’ experiences of collaborating in school teaching teams. We invited six teachers from different schools for an interview. Afterward, we conducted two sessions of focus-group interviews with 18 participants from various roles in teaching teams as well as various geographical areas. The findings show that information exchanges of education works, uncoordinated processes of collaboration, and discussions not involving pedagogical knowledge are the general experiences on participating in the teaching teams. Certain barriers to teacher collaborations are from inadequate focuses during team discussions and a lack of curriculum leadership. Through experience-sharing, the participants considered that a focus on student learning during discussions and examples of practices for curriculum leadership were the key aspects for successful experiences in teacher collaborations.
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Shafie, Osma, Fauziah Ab Rahim, and Sarimah Shaik Abdullah. "PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES." Practitioner Research 3 (July 31, 2021): 121–39. http://dx.doi.org/10.32890/pr2021.3.6.
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Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school administrators. Internal challenges include teachers’ readiness regarding knowledge in the area, level of understanding, skills and attitude. In conclusion, previous studies also present challenges that require continuous training to be given to teachers and administrators to strengthen early childhood education.
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Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.
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Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
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Jefferies, Richard, Ibrahim H. N. Sheriff, Jacob H. Matthews, Olivia Jagger, Sarah Curtis, Peter Lees, Peter C. Spurgeon, et al. "Leadership and management in UK medical school curricula." Journal of Health Organization and Management 30, no. 7 (October 10, 2016): 1081–104. http://dx.doi.org/10.1108/jhom-03-2016-0042.
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Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools’ curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students’ desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.
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Achmad, Wachyudi. "PROBLEMATIKA KURIKULUM 2013 PENDIDIKAN AGAMA ISLAM DAN KEPEMIMPINAN INSTRUKSIONAL KEPALA MADRASAH IDTIBA’IYAH KOTA PASURUAN." JIE (Journal of Islamic Education) 3, no. 2 (February 8, 2019): 234. http://dx.doi.org/10.29062/jie.v3i2.104.
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The curriculum has an important role in the education process. And itshould play a role and be anticipatory and adaptive to changes andadvances in science and technology. Curriculum and learning are twoimportant aspects of educational activities. Both discuss what and howeducation should be carried out and blend with local wisdom. Therefore,along with changes and developments in the curriculum from time to timean educator must be able to understand and implement it well. In order tobe in accordance with what is expected, there needs to be a discussion ofcurriculum development from Kurikum 1994, Competency BasedCurriculum (KBK) 2004, Education Unit Level Curriculum (KTSP), andCurriculum 2013 until now. This paper tries to provide one solution to theproblems of the 2013 curriculum implementation. Instructional leadershipof the Pasuruan City Islamic Senior High School principals is recommendedto be one solution to the effectiveness of the 2013 curriculumimplementation. Instructional Leadership is the leadership of the madrasahead who prioritizes teaching and learning in leadership. The head of themadrasa in favor of academics, instructional leadership is believed to beable to solve the problems of the implementation of the 2013 curriculum.Prioritizing the involvement of the headmaster in orientation and trainingfor 2013 curriculum implementation is recommended.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Stark, Aaron W., and Isaac Wisniewski. "West Point: teaching leadership and risk management through investing." Managerial Finance 46, no. 5 (March 7, 2019): 703–8. http://dx.doi.org/10.1108/mf-07-2018-0335.
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Purpose The purpose of this paper is to look at how the faculty at West Point uses a student-managed investment fund (SMIF) to contribute to the development of Army officers. Design/methodology/approach The United States Military Academy at West Point started a student-managed investment fund in 1983. The Economics program, which has four finance classes within its curriculum, hosts the student-run SMIF. The students (cadets) in charge of the SMIF have recently started pursuing a risk parity strategy. This paper discusses the challenges that arise from taking on this strategy. Findings It argues that investment management, especially with a risk-aware strategy, helps the cadets learn to manage the risk/reward tradeoff as well as help them work on leadership skills, both of which will help them as future Army officers. Originality/value The authors suggest that the recent student-initiated changes to the SMIF at West Point highlight some of the leadership opportunities inherent to approaching a SMIF from a risk-aware, portfolio-based perspective. This can teach students important experiential lessons about how to manage prudent risk both in finance and as a leader.
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Marvel, M. Kim, Janell Wozniak, and Alex J. Reed. "Competencies to Guide a Leadership Curriculum for Family Medicine Chief Residents." Family Medicine 50, no. 9 (October 2, 2018): 694–97. http://dx.doi.org/10.22454/fammed.2018.685640.
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Background and Objectives: Chief resident leadership competencies are neither clear nor standardized. The goal of this project was to identify specific leadership skills for chief residents and to develop a self-assessment tool. Methods: Chief residents from 10 family medicine residencies participated in focus groups to identify leadership skills required to be an effective chief resident. The ideas generated by participants were grouped into 10 competencies and a self-assessment tool was developed. The tool has been used to help chief residents self-assess their leadership strengths and weaknesses, and to identify teaching priorities for biannual leadership workshops. Results: The self-assessment instrument was completed by 83 chief residents over 5 years. Mean ratings range from 3.19 to 3.57 on a 5-point scale (low to high competency). The self-ratings of residents starting their chief year compared to residents at the end of their chief year showed an increase in 9 of the 10 competencies. Conclusions: The leadership competencies are a useful tool to identify training priorities and to help chief residents or other leaders within a residency program identify skills for further development.
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Nurman, Muhammad. "Evaluasi Manajemen Jurusan dalam Meningkatkan Kemampuan Menulis Skripsi Berbahasa Arab Mahasiswa Jurusan PBA FTK UIN Mataram." El-Tsaqafah : Jurnal Jurusan PBA 18, no. 1 (June 30, 2019): 49–65. http://dx.doi.org/10.20414/tsaqafah.v18i1.1005.
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This article aims to explain: (1) the factors that caused students ofthe PBA FTK UIN Mataram departemen difficulties in writing Arabic theses,(2) management of majors in improving the ability to write Arabic-languagethesis students of PBA FTK UIN Mataram departemen. The approach usedin this study was a qualitative approach with a case study design. The datasources in this study were students majoring in PBA departemen, PBA alumni,and permanent lecturers majoring in PBA. Data collection techniques usedwere interviews, documentation studies and observations while data analysiswas carried out using descriptive-qualitative analysis techniques. The resultsof this study are: (1) The causes of students majoring in PBA FTK UINMataram departemen difficulties in writing Arabic theses are (a) input,many PBA students come from high school or public school with minimalbasic language. (b) the willingness to speak Arabic in students is still low. (c)department policies are still not firm, namely still giving students the freedomto write Indonesian theses. (d) department facilities and infrastructureare still minimal, namely Arabic books or references are still lacking. (2)Management of majors in improving the ability to write Arabic theses forstudents majoring in PBA FTK UIN mataram namely (a) Growing interestand providing awareness to students. (b) Making policies requires studentsto write Arabic language theses and strive for students to communicate inArabic, at least when in PBA. (c) Making teaching materials for all subjects inPBA majors. (d) Implementing the IQF curriculum. (e) Carry out produckbasedpracticum activities. (f ) Making guidelines for Arabic thesis writing
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Higgins, Bonnie, and Helen Reid. "Enhancing “Conceptual Teaching/Learning” in a Concept-Based Curriculum." Teaching and Learning in Nursing 12, no. 2 (April 2017): 95–102. http://dx.doi.org/10.1016/j.teln.2016.10.005.
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Nissen, Kiki, Steven V. Angus, Wendy Miller, and Adam R. Silverman. "Teaching Risk Management: Addressing ACGME Core Competencies." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 589–94. http://dx.doi.org/10.4300/jgme-d-10-00084.1.
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Abstract Background Risk management is an important aspect of education for all residents. Unfortunately, few curricula currently exist to fulfill this educational need. Objective We developed a curriculum that teaches residents basic principles of risk management with the goals of (1) educating residents about the medical-legal environment in which they operate, (2) helping residents identify common malpractice exposures, and (3) teaching practical risk management/patient safety interventions that can be implemented in their practice that could reduce malpractice exposure and improve patient safety. Methods The curriculum was developed by Medical Risk Management, LLC, a Connecticut-based risk management firm, in conjunction with academic leadership at the University of Connecticut. The program uses 3 learning modalities: live lectures, web-based video modules, and e-mailed learning publications. Gains in resident knowledge through participation in the curriculum were measured using pretests and posttests. Learner satisfaction with the curriculum was measured through web-based surveys. Results We found a significant improvement in knowledge in residents who took the pretest and posttest (P < .001). Of the survey respondents, 97% said the content was relevant to their specialty practice and 95% responded that these sessions should be held annually. Most respondents indicated they would change their practice as a result of what they learned from the live lectures. Conclusion This risk management curriculum has been successful in providing our residents with learning activities in risk management, improving their knowledge of risk management principles, and changing their attitudes and behaviors. These improvements may lead to fewer malpractice claims against them and the hospitals they train in.
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Pohl, Susan D., Sonja Van Hala, Dominik Ose, Benjamin Tingey, and Jennifer P. Leiser. "A Longitudinal Curriculum for Quality Improvement, Leadership Experience, and Scholarship in a Family Medicine Residency Program." Family Medicine 52, no. 8 (September 2, 2020): 570–75. http://dx.doi.org/10.22454/fammed.2020.679626.
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Background and Objectives: The Accreditation Council for Graduate Medical Education (ACGME) requires all residents be trained in quality improvement (QI), and that they produce scholarly projects. While not an ACGME requirement, residents need leadership skills to apply QI knowledge. We developed the Skills-based Experiential Embedded Quality Improvement (SEE-QI) curriculum to integrate training in QI, leadership, and scholarship. Methods: The University of Utah Family Medicine Residency Program began using the novel curriculum in 2012. The aim of the curriculum is to tie didactic teaching in quality improvement, leadership, and scholarship with skills application on multidisciplinary QI teams. Coaching for resident leaders is provided by faculty. Third-year resident leaders prepare academic presentations. Results of the ACGME Practice-Based Learning and Improvement (PBLI) 3 scores and number of scholarship presentations are described as a measure of efficacy. Results: Two cohorts of residents completed the curriculum and all competency assessments. The average initial and final competency scores for competency PBLI-3 showed improvement and the average final competency for each cohort was above the proficient level. The residency requirements for QI scholarship did not change with introduction of the curriculum, but the amount of optional curricular QI scholarship and independent QI scholarship increased. Conclusions: The SEE-QI curriculum resulted in a high level of resident QI competency, opportunity for leadership training, and an increase in scholarship. We studied the results of this curriculum at one institution. Efforts to tie QI, leadership, and scholarship training should be evaluated at other programs.
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Nader, Moafia, Fakhra Aziz, and Afifa Khanam. "Role of Instructional Leadership in Successful Execution of Curriculum: Head Teachers’ Perspective." Global Social Sciences Review IV, no. IV (December 31, 2019): 317–23. http://dx.doi.org/10.31703/gssr.2019(iv-iv).41.
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Transformational leadership has been characterized by vision and inspiration while the emphasis of instructional /pedagogical leadership is on framing clear goals and objectives and then achieve them through careful planning and monitoring. Headteachers play the leading role in school improvement and increase and maintain instructional effectiveness. Their prime focus is on learning outcomes and enhancing the quality of the teaching-learning process. A qualitative research design was applied to get headteachers’ perspectives about role of instructional leadership in successful execution of the curriculum. Purposively 14 headteachers were selected to conduct interview. Among them 7 were female headteachers and 7 were male headteachers. The interview protocol was developed after reviewing literature and discussing role of instructional leaders in successful execution of curriculum with experts in the area and renowned educationists. It was revealed that school heads as instructional leaders have an important role in successful execution of curriculum
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Munje, Paul Nwati, Maria Tsakeni, and Loyiso C. Jita. "School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 39–57. http://dx.doi.org/10.26803/ijlter.19.9.3.
Full textAbstract:
The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.
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Garbin, Livia Maria, Ana Lídia de Castro Sajioro Azevedo, Leandra Terezinha Roncolato da Silva, Ana Maria Laus, Lucieli Dias Pedreschi Chaves, Dulce Maria Rosa Gualda, and Lídia Aparecida Rossi. "Inter-Unit Doctoral Program in Nursing of the University of São Paulo: characterization of Graduates and Theses Defended in a Decade." Revista Latino-Americana de Enfermagem 18, no. 5 (October 2010): 841–48. http://dx.doi.org/10.1590/s0104-11692010000500002.
Full textAbstract:
This descriptive study aimed to characterize the graduates of the Inter-unit Doctoral Program in Nursing of the School of Nursing of the University of São Paulo, who defended their theses in the period 1998-2008, in relation to the location they developed their Masters and their pre and post-doctoral employment, also to investigate the theses defended in relation to the thematic areas and methodological approaches used. Data were collected from the Fenix-USP System and the Lattes Curriculum System. Of the 190 graduates, 178 had curriculums available online. Of those, 58.4% performed teaching and research activities when they entered the doctoral program, which were activities mainly developed at Federal Universities (34.8%). This predominance was maintained after the conclusion of the doctoral studies. The thematic areas most studied were Women’s Health (20.5%) and Adults/Elderly Health (13.2%). Regarding the methodological approach, 68.4% used qualitative methods. The data evidenced the contributions of this Program to research.
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Byusa, Edwin, Edwige Kampire, and Adrian Rwekaza Mwesigye. "Ways School Leaders Support the Teaching of Chemistry." African Journal of Educational Studies in Mathematics and Sciences 16, no. 1 (September 4, 2020): 63–72. http://dx.doi.org/10.4314/ajesms.v16i1.5.
Full textAbstract:
The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school.
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Thomas, Kennedy Andrew. "Institutional Research." Artha - Journal of Social Sciences 3, no. 1 (November 12, 2004): 81. http://dx.doi.org/10.12724/ajss.5.8.
Full textAbstract:
The reputation of higher education is built on foundation of their research projects. Research as a category in the strategic plan can exclusively focus on research in teaching, staff development, curriculum and leadership encompassing as a large canvas of institutional process.