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Статті в журналах з теми "3904 Specialist studies in education"
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Fényes, Márta, and Zsuzsa Cselkó. "Terápiás lehetőségek alkalmazása a dohányzók leszokásának segítésére a kardiológiai gyakorlatban." Cardiologia Hungarica 51, no. 5-6 (2021): 348–53. http://dx.doi.org/10.26430/chungarica.2021.51.5.348.
Повний текст джерелаАнотація:
The role of smoking in the development and the prognosis of cardiovascular disease had been clearly demonstrated. During cardiology specialist care and rehabilitation, the secondary prevention and targeted treatment of patients’ risk factors is a daily therapeutic routine in the line of specialist and assistant tasks. Organized support for smoking cessation is strongly recommended in the context of cardiology specialist care and rehabilitation for both high-risk population and those who had experienced a cardiac event or smokers with a chronic heart disease. Up-to-date and personalized physician’s advice on quitting smoking significantly increases the willingness to quit. For those who are motivated to quit, the success of the quit attempt is enhanced by combining the required level of counseling with personalized pharmacotherapy.
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Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.
Повний текст джерелаАнотація:
This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.
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Benera, Valentyna, and Tsisaruk. "PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD." Scientific bulletin of KRHPA, no. 12 (2020): 56–71. http://dx.doi.org/10.37835/2410-2075-2020-12-7.
Повний текст джерелаАнотація:
Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience
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Derevyanko, K. I., V. P. Orlovskaya, and I. G. Filippova. "Creative thinking as a soft skill of an event industry specialist." Economics and Management 28, no. 3 (March 31, 2022): 267–80. http://dx.doi.org/10.35854/1998-1627-2022-3-267-280.
Повний текст джерелаАнотація:
Aim. The presented study aims to comprehensively analyze the problem of including creative thinking as a separate competence – an essential element of soft skills – into the results of mastering academic disciplines to increase the development resource of a service enterprise through the example of the event industry as part of the creative industry.Tasks. The authors investigate the correlation between the event industry and creative industries; substantiate the importance of creative thinking for an event industry specialist and the need to introduce creative thinking training into academic programs in the field of congress and exhibition activities.Methods. The theoretical and methodological basis of this study includes the works of Russian and foreign scientists and experts in the field of creativity and its role as a resource for the development of enterprises. The study uses the following types of analysis: comparative (comparison of approaches, ideas, experience of different countries in investigating the composition of creative industries), hermeneutic (interpretation of various aspects related to the analysis of the needs of educational practices in the development of creative thinking), and systems analysis.Results. The main problem of the study is a result of the current trends in the development of the creative economy and the event industry as its element. Today, there is no formalized market for creative industries with clear forms, rules, and subjects in Russia. There is no legislative framework or structured legal and financial mechanisms to support and develop creative industries. This is due to the fact that there is a background problem: creative industries are counter-intuitively distributed across the sectors of the Russian economy. The study also addresses the problem related to the concept of "creative industry", its content and limits, insufficient elaboration of questions about the justification of the place of the event industry and its affiliation with creative industries, lack of theoretical and practical developments in the field of creative thinking in the training of event industry specialists. This study serves as a prerequisite for reconsidering the role and importance of developing creative thinking skills as a mandatory element of the training of personnel for the event industry. The results of the study include opportunities for preparing applied solutions to the problem of developing creativity skills at the present stage of the event industry being promoted in Russia as a dynamically developing industry and the need to increase its contribution to the national economy. In particular, the main signs of the event industry's affiliation with creative industries in the modern interpretation of the content of this concept are identified, and the need to consider creative thinking as a separate competence for training in the field of the event industry is assessed.Conclusion. The special role of creative thinking is revealed, substantiating the need to distinguish a separate creative thinking competence and to consider it as an integral component of the results of mastering most of the disciplines of the professional cycle in the training of specialists for the event industry. From the authors' perspective, this will help to minimize the gap between the needs of the market and the essence of current educational programs, and to facilitate the comprehensive formation of the desired "advanced professional competencies" and "skills of the future".
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PRYBORA, Tetiana. "FORMING EMOTIONAL INTELLIGENCE OF THE FUTURE SPECIALIST IN HIGHER EDUCATIONAL ESTABLISHMENT." Humanities science current issues 2, no. 55 (2022): 301–6. http://dx.doi.org/10.24919/2308-4863/55-2-48.
Повний текст джерела
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García-Goñi, Manuel. "Specializing Nurses as An Indirect Education Program for Stoma Patients." International Journal of Environmental Research and Public Health 16, no. 13 (June 27, 2019): 2272. http://dx.doi.org/10.3390/ijerph16132272.
Повний текст джерелаАнотація:
Education programs are beneficial for patients with different chronic conditions. Prior studies have examined direct education, where information is transferred directly to patients. In contrast, in this program, information is transferred directly to nurses who become specialists and transfer education individually to patients. Hence, this paper evaluates the impact of having specialist nurses for stoma patients at hospitals, as those nurses provide healthcare to patients but also inform and educate patients about their condition and needs. The analysis uses an observational study with ostomized patients in Spain at hospitals with and without specialist nurses, and measures health service utilization and health-related quality of life (HRQL), besides performing a cost analysis and a cost-effectiveness analysis at both types of hospitals. The results show that patients with access to specialist nurses self-manage better, present lower adverse events and a better evolution of HRQL, and significantly demand more consultations with specialist nurses and less to A&E, primary care or specialists, resulting in important savings for the health system. Consequently, specializing or hiring nurses to provide indirect education to stoma patients is cost-effective and highly beneficial for patients. This type of indirect education strategy might be considered for specific conditions with low incidence or difficulties in identifying target patients or delivering information directly to them.
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Scutelnicu, Ana, Anca Marina Ciobanu, Corina Gica, Mihaela Demetrian, Brindusa Ana Cimpoca-Raptis, Gheorghe Peltecu, Radu Botezatu, Nicolae Gica, and Anca Maria Panaitescu. "Skin cancer and pregnancy." Romanian Medical Journal 69, S2 (January 31, 2022): 47–50. http://dx.doi.org/10.37897/rmj.2022.s2.10.
Повний текст джерелаАнотація:
Skin cancer during pregnancy is common, with malignant melanoma being the most frequent and the most aggressive. Any pigmented skin lesion that suffers changes should be examined by a specialist and if considered high-risk, biopsy should be performed right away and not postponed as it is thought to be safe during pregnancy. Recent studies showed that it has the same outcome compared with the non-pregnant state, if diagnosed and treated as soon as possible. Diagnosis of skin cancer, including melanoma, does not necessarily require an early delivery or termination of pregnancy, if in the first trimester, except for pregnant patients with poor prognosis (advanced disease) that need more aggressive, systemic treatment. Management needs to be established in specialized centers with a multidisciplinary team. Monitoring should be performed by a team consisting of an obstetrician, a maternal-fetal medicine specialist, a neonatologist, and an oncologist.
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Basturkmen, Helen. "ESP teacher education needs." Language Teaching 52, no. 3 (December 13, 2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.
Повний текст джерелаАнотація:
Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.
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SUMNER, JOHN. "Parent power: using specialist help." Children & Society 4, no. 1 (December 18, 2007): 35–38. http://dx.doi.org/10.1111/j.1099-0860.1990.tb00257.x.
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YEVDOKIMOVA-LYSOHOR, Lesia. "Formation of the communication culture of the future specialist in the international business." Humanities science current issues 1, no. 49 (2022): 204–12. http://dx.doi.org/10.24919/2308-4863/49-1-32.
Повний текст джерелаДисертації з теми "3904 Specialist studies in education"
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Childerhouse, Helen. "Supporting children with 'Social, Emotional and Behavioural Difficulty (SEBD)' in mainstream : teachers' perspectives." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/16546/.
Повний текст джерелаАнотація:
In this small-scale, qualitative study, the experiences of nine teachers who support learners identified with social, emotional and behavioural difficulties (SEBD) in mainstream primary schools are considered. A narrative approach enabled teachers to share their complex portrayals of practices and feelings about their roles. Perspectives on models of disability and disability rights, performativity, professional identity for teachers, and SEBD, have informed analysis and understanding of the stories teachers told. The study explores how the relationship between teachers’ professional identity and well-being and the expectations imposed upon them in a neoliberal influenced education system brings about pressures and concerns. Attempts by the teachers to achieve a balance between what they feel they ought to do (to meet policy expectations) and what they feel they should do (to meet the entitlements of children) has led to excessive workloads and complex emotional responses. Reflections on the way these teachers constructed discourses about why some children exhibit disruptive and challenging behaviours provide an understanding of how their negotiation of this challenging context impacts on the relationships they form with the children. The findings suggest that teachers experience confusion due to the complexities and contradictions they are faced with when trying to support learners identified with SEBD in an education system which incorporates policies guided by different models of disability. The study concludes by suggesting that teachers’ critical reflection on the discourses they have constructed in relation to models of disability could bring about a new way of shaping their practice. It is argued that a rights-based approach to teaching children who exhibit challenging, disruptive and concerning behaviours would emancipate children from the restrictive views and beliefs teachers seem to have developed. Approaches which focus on children’s rights to inclusive learning opportunities, which reflect their entitlement to an education, would go some way to addressing the confusion, contradiction and pressures these teachers described.
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Alzaidi, Faten Abdulhadi. "An exploratory study on educating learners with ASD in primary inclusive setting in Saudi Arabia : issues, attitudes, and challenges." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28651/.
Повний текст джерелаАнотація:
The purpose of this research is to facilitate the development and understanding of inclusive education for students with Autism Spectrum Disorder (ASD) in Saudi Arabia. The study is located within Riyadh, a city in Saudi Arabia. The culture and religion of Saudi society are central themes in this study. ASD is a complex disorder due to its characteristics, which include a lack of social skills, communication difficulties, and behaviour problems. A range of qualitative methods were adopted; interviews with twenty general education teachers (GT) and special education teachers (SET) as well as participant observation in five schools. The research seeks to identify the attitudes and practices of primary school teachers in terms of their support for children in mainstream schools. The study shows that teachers are mostly supportive and have positive attitudes toward the inclusive education of learners with ASD. The study shows barriers to inclusive education, for example, lack of time, overcrowded classrooms, curriculum, attitudes, lack of training, teaching methods and school environments and the extent to which mainstream school buildings and classrooms are suitable for inclusion of students with Special Educational Needs (SEN) in general and, more specifically, for students with ASD. Another factor that emerged from the study to support inclusive education was peer tutoring. All the teachers involved in the study are qualified in education but they need additional training and knowledge about inclusion and ASD. Finally, the study provides some practical recommendations as well as some ideas for future research and other activities.
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Tynan, Fionnuala. "Experiencing educational inclusion : children with Williams syndrome in Ireland." Thesis, University of Lincoln, 2014. http://eprints.lincoln.ac.uk/26376/.
Повний текст джерелаАнотація:
This thesis explores the educational inclusion experiences of children with Williams syndrome (WS) in Irish primary schools from the perspectives of the children, their parents and teachers. Almost equal numbers of parents chose mainstream and special-education placements for their child with WS, although this choice was complex. Parents were very satisfied with their child’s education regardless of setting. Parental and teacher perceptions of the WS educational profile differed little. Teachers presented a slightly broader profile, yet showed less awareness than parents of anxiety in the children. Findings indicate a capacity in the children to learn Irish and other languages successfully, despite their entitlement to exemptions from language learning in the Irish educational system. Some features associated with WS (such as sociability) enhance the inclusion of learners with WS, while certain maladaptive behaviours impede it. Evidence suggests that maladaptive behaviours may be caused by high anxiety and poor expression of emotion due to poor comprehension of negative emotions. In addition, these children display more internalizing and self-regulatory behaviours, when parent and teacher data is compared, than has previously been noted in the literature, which may actually negatively impact on the child’s educational inclusion. Both parents and teachers support the children’s learning but teachers’ special education experiences and professional development influenced quality of supports and, hence, quality of educational inclusion. Some strategies used successfully by individual teachers to support learners with WS are those traditionally associated with autism, despite the sociability associated with WS. The children had clear images of themselves as learners and could identify personal learning strengths and challenges. Their liking for physical and social activities may be important aids to concentration, participation and, hence, inclusion. Different interpretations of inclusion were evident from parents and teachers. A definition of inclusion was proposed to compare educational placements. Such a comparison showed that Irish mainstream placements should not necessarily be viewed as the most inclusive educational setting for learners with WS. Consequently, a framework, based on the individual education planning process, proposes a way to maximize the educational inclusion of children with WS, regardless of setting.
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Roberts, Lesley. "The challenges facing leaders and managers in the independent special school sector : a changing agenda." Thesis, University of Lincoln, 2008. http://eprints.lincoln.ac.uk/1844/.
Повний текст джерелаАнотація:
This study investigates the challenges facing leaders and managers of independent special schools during the period during when inclusion of SEN students in mainstream schools has been government policy. The challenges investigated centre around ascertaining the key role of these schools at this time, the general challenges they have faced, and the implications for them in the years ahead. This has included research on how independent special schools respond to external demands and expectations and how they balance these with their own internal imperatives. The research was carried out using an empirical phenomenological approach, with the objective of gathering qualitative data through the undertaking of interviews at both the micro and meso level of the organisational structures involved in SEN education. Participants were drawn from three approved independent special schools and three non-maintained special schools from the south east regions of England. Schools represented varying medical forms of SEN such as deafness, physical disabilities, severe learning difficulties and specific learning difficulties. Interviewees consisted of the headteacher, a deputy and classroom teacher from each school and the data was triangulated through documentation analysis using the participating schools’ recent OFSTED and CSCI reports as well as interviews with three SEN Caseworkers employed by three different LEA regions. The findings revealed that a key role for independent special schools is propping up a seemingly failing national strategy. Challenges arise from educational matters when internal visions of what good special education should mean are over-ridden by external ideologies. External accountability tends to suppress innovation and change within the school by making the change process unwieldy. External accountabilities are inclined to conflict when they encroach upon the professionalism of staff, yet complement internal interests by effecting motivation to question objectives more closely. Balancing internal/external accountabilities is no problem for these leaders and managers, because their internal imperatives will always come first. Implications for the years ahead will arise from the success or failure of the national inclusion strategy to accommodate a rising number of SEN students under limited state provision.
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Thomas, Meurig Owen. "Perceptions of the actions, initiatives, policies and successes, or otherwise, of the post 1997 UK Government for the education of gifted and talented children, as outlined in its Excellence in Cities proposals." Thesis, University of Lincoln, 2002. http://eprints.lincoln.ac.uk/1865/.
Повний текст джерелаАнотація:
This paper enquires into the implementation of the Government’s directives for the education of the ‘gifted and talented’, as specified in the ‘Excellence in Cities’ (EiC)document. The term ‘gifted and talented’ (GaT) has been determined by government diktat and its appropriateness is examined, as are the arguments about precise definitions, the identification of such children and the rationale for the Government choice. The current concern has its roots in the past, demanding an examination of the political and educational raison d’être for the evolving policies. The assessment of the results of such policies and arrangements sheds light on their suitability and relevance for the future and are thus considered. The experience of others to provide an appropriate education and the arrangements needed to facilitate the process justify a consideration of an international perspective. The examination of the philosophy, current arrangements made elsewhere and innovative proposals for the future of the education of the able aids the establishment of the criteria with which to judge the viability and implementation of the EiC arrangements. The methodology used to obtain research data involves interviews with those responsible for implementing the EiC directives at both City and school/college level. Their answers illuminate their approach and aspirations for the education of the GaT. The success of the policy and its implementation is assessed by means of a critical analysis of the management decisions taken, and the consequences at both City and School/College level. Triangulation is accomplished by the additional use of the data gained from expert witnesses, thus helping to determine the viability and practicality of the arrangements made and envisaged. The post modernist stance of the author, coupled with a qualitative methodology, and a possible initial bias towards a revisionist view of how the education of the able should be organised, should not necessarily invalidate the conclusions reached.
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Peach, Deborah. "Improving the provision of learning assistance services in higher education." Thesis, Griffith University, 2003. https://eprints.qut.edu.au/45464/8/Deborah%20Peach%20Thesis.pdf.
Повний текст джерелаАнотація:
This study is motivated by the need to look continually for ways to improve Griffith University's learning assistance services so that they meet the changed needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigaate the developmenet and transformation of learning assistance services at Griffith University, one of Australia's largest mult-campus universities.
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Mukherjee, Michelle M. "Technological tools for science classrooms : choosing and using for productive and sustainable teaching and learning experiences." Thesis, The University of Queensland, 2013. https://eprints.qut.edu.au/66862/1/s41236307_phd_thesisfinal.pdf.
Повний текст джерелаАнотація:
In this age of rapidly evolving technology, teachers are encouraged to adopt ICTs by government, syllabus, school management, and parents. Indeed, it is an expectation that teachers will incorporate technologies into their classroom teaching practices to enhance the learning experiences and outcomes of their students. In particular, regarding the science classroom, a subject that traditionally incorporates hands-on experiments and practicals, the integration of modern technologies should be a major feature. Although myriad studies report on technologies that enhance students’ learning outcomes in science, there is a dearth of literature on how teachers go about selecting technologies for use in the science classroom. Teachers can feel ill prepared to assess the range of available choices and might feel pressured and somewhat overwhelmed by the avalanche of new developments thrust before them in marketing literature and teaching journals. The consequences of making bad decisions are costly in terms of money, time and teacher confidence. Additionally, no research to date has identified what technologies science teachers use on a regular basis, and whether some purchased technologies have proven to be too problematic, preventing their sustained use and possible wider adoption.
The primary aim of this study was to provide research-based guidance to teachers to aid their decision-making in choosing technologies for the science classroom. The study unfolded in several phases. The first phase of the project involved survey and interview data from teachers in relation to the technologies they currently use in their science classrooms and the frequency of their use.
These data were coded and analysed using Grounded Theory of Corbin and Strauss, and resulted in the development of a PETTaL model that captured the salient factors of the data. This model incorporated usability theory from the Human Computer Interaction literature, and education theory and models such as Mishra and Koehler’s (2006) TPACK model, where the grounded data indicated these issues. The PETTaL model identifies Power (school management, syllabus etc.), Environment (classroom / learning setting), Teacher (personal characteristics, experience, epistemology), Technology (usability, versatility etc.,) and Learners (academic ability, diversity, behaviour etc.,) as fields that can impact the use of technology in science classrooms.
The PETTaL model was used to create a Predictive Evaluation Tool (PET): a tool designed to assist teachers in choosing technologies, particularly for science teaching and learning. The evolution of the PET was cyclical (employing agile development methodology), involving repeated testing with in-service and pre-service teachers at each iteration, and incorporating their comments i ii in subsequent versions. Once no new suggestions were forthcoming, the PET was tested with eight in-service teachers, and the results showed that the PET outcomes obtained by (experienced) teachers concurred with their instinctive evaluations. They felt the PET would be a valuable tool when considering new technology, and it would be particularly useful as a means of communicating perceived value between colleagues and between budget holders and requestors during the acquisition process. It is hoped that the PET could make the tacit knowledge acquired by experienced teachers about technology use in classrooms explicit to novice teachers. Additionally, the PET could be used as a research tool to discover a teachers’ professional development needs. Therefore, the outcomes of this study can aid a teacher in the process of selecting educationally productive and sustainable new technology for their science classrooms.
This study has produced an instrument for assisting teachers in the decision-making process associated with the use of new technologies for the science classroom. The instrument is generic in that it can be applied to all subject areas. Further, this study has produced a powerful model that extends the TPACK model, which is currently extensively employed to assess teachers’ use of technology in the classroom. The PETTaL model grounded in data from this study, responds to the calls in the literature for TPACK’s further development. As a theoretical model, PETTaL has the potential to serve as a framework for the development of a teacher’s reflective practice (either self evaluation or critical evaluation of observed teaching practices). Additionally, PETTaL has the potential for aiding the formulation of a teacher’s personal professional development plan. It will be the basis for further studies in this field.
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Barber, Paul. "An exploration of relationship development through outdoor education." Thesis, 2021. https://vuir.vu.edu.au/42454/.
Повний текст джерелаАнотація:
As a field of study and practice, Outdoor Education has a tradition of being ill-defined with a diverse range of understandings regarding its form, function and place in secondary school curriculum. This has resulted in Outdoor Education being neglected as a mandated component of formal curriculum for middle school learning in secondary schools.
Outdoor Education provides many learning outcomes beyond the scope of specified curriculums. One of the purposes of this research is to support the acknowledgement of theseoutcomes in the context of formal curriculums; to document and record them; and to providean analysis of their benefit for students undertaking holistic Outdoor Education programs.
The framework for this thesis consists of a review of relevant literature, a domain evaluation and a case study. The totality of these findings support the general discussion for this research project which is followed by a summary, conclusions and recommendations for further research and improved practice. Through the exploration of Definitions, Curriculum and Outcomes for middle school Outdoor Education, this research aims to address ongoing debates regarding the nature of Outdoor Education in secondary schooling.
To provide both an overview of the field in general and a specific contextual analysis, the research has been conducted as two separate studies. Study 1 is a domain evaluation consisting of two phases, a curriculum content analysis and interviews with recognised and respected experts in the field of Outdoor Education. Study 2 is a contextual case study based on data drawn from interviews with specific teachers and a targeted focus group. Data generated throughout all phases of this research was coded and analysed thematically using NVivo data management software.
This research revealed that defining Outdoor Education as a field of study and
practice is complex and that there is an array of differing perspectives for Outdoor Education.
The current research identified Outdoor Education as an experiential, holistic pedagogy which immerses students in outdoor environments to build relationships with the self, others and environment.
This study found that due to the rich diversity of experiences it offers, Outdoor Education can be used to inform educational outcomes in any subject area. Regardless, it was highlighted that because these experiences are unique, it should stand alone as an alternative to regular classroom learning and not be subordinate to any other discipline area. It is evident in the data generated from the curriculum analysis that Outdoor Education is under- represented in curriculums compared to other, more traditional learning areas. This was also reflected in the interviews with participants asserting that Outdoor Education is undervalued in some areas and should be acknowledged for its contribution to holistic development. All participants asserted that it has a place in the formal curriculum of secondary schools, advocating that it be embedded within the curriculum at all year levels.
The data also revealed that Outdoor Education has many outcomes beyond the realm of formal mandated curriculum requirements and that these outcomes are important whether they are included in official curriculum or not. Data generated from this study revealed that Outdoor Education provides social and emotional learning (SEL) outcomes which contribute to both wellbeing and academic progress in other areas.
Although Outdoor Education is interdisciplinary in nature it was found to be a holistic learning area which provides authentic experiential learning opportunities and distinct outcomes which are not found in any other discipline areas. The findings of this study affirmed that Outdoor Education contributes to the development of a positive relationship with the self by providing opportunities for learning outcomes through the explicit development of independence, self-direction and resilience. It also contributes to the development of positive relationships with others and the environment simultaneously through direct practical experience with a variety of social situations and environments. Participants in this research advocated that the provision of such opportunities should be recognised as legitimate outcomes of Outdoor Education with the proposition that school is the only place where students in this context can access these types of experiences.
As an outcome of the findings from this research, it is recommended that due to the unique personal and social development opportunities that Outdoor Education provides, it be included as compulsory curriculum within all school year levels in Australia. This research advocates that the unrecognised outcomes of Outdoor Education programs be regarded as legitimate irrespective of their inclusion or exclusion as formal curriculum. In relation to Outdoor Education theory and future research, further development and explication of the philosophical foundations for Outdoor Education as a field of study and practice is recommended. In addition, it is proposed that the Outdoor Education community of practice develop a concise and unified basis for service provision (Wenger, 1998). Building on the current study, additional research exploring the relationship between Outdoor Education, student wellbeing and academic achievement is recommended.
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Thomas, Melissah Barnett. "Applying Design Thinking to Develop an Innovative Assessment Design Framework in an Initial Teacher Education Course." Thesis, 2022. https://vuir.vu.edu.au/44684/.
Повний текст джерелаАнотація:
In the last decade there has been a growing interest in improving the nature of assessment to
enhance student learning in higher education. At its best, assessment can motivate and influence
the student’s direction and approaches to learning. It is widely accepted that assessment should
be valid, reliable, and transparent. Despite what is known about quality assessment, the literature
suggests that these conceptualisations are not always practised. This thesis seeks to reflect on
current Initial Teacher Education assessment practices by integrating student, academic and
high-school teacher perceptions. The overall objective of this research was to develop an
innovative assessment framework that resolved key issues, including depth of understanding,
engagement with assessment, and achieving authentic and sustainable assessment practices.
An important consideration was to ensure any optimised assessment did not increase the
marking and feedback workload for the academics.
Aligning to Participatory Action Research (PAR) methodology principles, this thesis adopted
design thinking as a qualitative methodological approach in the research inquiry process to
explore and develop solutions to the complex assessment issues identified by literature and
participants in this research. As proposed by Stanford d.school, design thinking is a structured
method of thinking processes used in problem solving, with consultation of end-users to develop
prototypes and devise solutions. Under the umbrella of PAR, this research incorporated the
design thinking mindset and its structured approaches to investigate perspectives which then
enabled creation of assessment frameworks. This research consisted of two phases:
Phase One focused on end-users’ perspectives and experience of usual assessment practices
that occurred pre-Covid-19, in a face-to-face teaching and learning setting. Semi-structured
interview analyses revealed that despite acknowledging and understanding the importance of
assessment and feedback processes, end-users were not completely satisfied with their
assessment experiences. Students wanted assessment with more clarity and transparency
providing them with authentic opportunities. While academics and high-school teachers wanted
more student engagement in assessment. Assessment workload constraints affected both
students’ and academics’ assessment and feedback experiences. Based on these
understandings, the assessment framework was ideated and developed into a scenario-based
experience assessment prototype.
After this stage, the pandemic pushed teaching, learning, and assessment practices to a digitally
supported remote delivery, which meant that the framework adopted in Phase One could not be
tested for effectiveness. Phase Two evolved from these social distancing Covid-19 restrictions
which caused new problems and challenges in delivering and completing assessment. In light of this, the same design thinking stages and procedures as Phase One were adopted. Analyses
discovered academics and teachers experienced tensions between their usual pedagogical
practices and the limited social cues available to them in the online environment. It appeared that
students did not necessarily know how to collaborate, which was magnified in the online
environment. Therefore, a new fit-for-purpose assessment framework prototype was developed
for the digital emerging environment to support end-users in facilitating, monitoring, and
assessing collaboration.
This thesis presents practical assessment alternatives in these universal and situational
assessment environments, to equip students with knowledge and skills to excel in future
employment settings. The lessons thereby learned from adopting the design thinking approach as
a results-driven planning method in this study may assist others in exploring this more novel
approach to qualitative research. It is anticipated that the findings of this research will contribute
to promoting and sustaining changes to improve teaching, learning, and assessment in higher
and teacher education.
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Jordan, Anne Irene. "Teacher identity, teacher response, and pedagogical narration in a primary school setting." Thesis, 2021. https://vuir.vu.edu.au/42496/.
Повний текст джерелаАнотація:
This research will examine how teacher identity and a teacher’s view of the child as capable influences curriculum creation, teacher’s response, and culture of a classroom in a primary school community. It will seek to understand how this image of the child constructs teacher response that engages with students’ thinking and makes meaning of learning and children’s understandings of their worlds. Situated as a post-qualitative inquiry using pedagogical narrations, the relationships between child and teacher, teaching practices, professional conversations, and questions of praxis are made visible for debate and dialogue. Teacher identity influences moments with children, honouring the entangled relationships between child and teacher, and the co-participation of child and teacher together. This study utilises pedagogical narrations to articulate teacher’s experiences, wonderings, and questions into teaching practices.
Книги з теми "3904 Specialist studies in education"
1
Bullock, Shawn M., and Tom Russell, eds. Self-Studies of Science Teacher Education Practices. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8.
Повний текст джерела
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Karjalainen, Lahja. Kansainvälisen korkeakouluverkoston kehittäminen: Arviointitutkimus Barents Specialist -hankkeesta Rovaniemen ammattikorkeakoulussa. Rovaniemi: Lapin yliopisto, 2007.
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3
Baryshnikov, Nikolay. Fundamentals of professional intercultural communication. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1391408.
Повний текст джерелаАнотація:
The textbook examines the fundamental problems of professional intercultural communication, outlines the main components of the professional competence of a specialist in intercultural communication, his personal qualities necessary for successful professional activity.
The author's concept of attack strategies and self-defense strategies in the communicative battles of professionals is presented.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students studying in the areas of training and specialties: 45.03.02 "Linguistics": profiles "Theory and practice of intercultural communication" and "Theory and methodology of teaching foreign languages and cultures"; 45.05.01 "Translation and translation studies"; 41.03.05 "International relations"; 41.06.01 "Political sciences and regional studies". It is also of interest to specialists in the field of intercultural communication.
5
Harvey, Carl A. II. No School Library Left Behind: Leadership, School Improvement, and the Media Specialist. Linworth Pub Co, 2008.
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6
Mantie, Roger. Music, Leisure, Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780199381388.001.0001.
Повний текст джерелаАнотація:
As the book’s title suggests, Music, Leisure, Education explores historical and philosophical connections between music, leisure, and education. Specifically, it considers how music learning, teaching, and participation can be reconceptualized in terms of leisure (scholē), that is, music education as leisure education. Taking as its starting point “the art of living” and the ethical question, How should one live?, the book engages a wide range of scholarship to problematize the place of non-professional music making in historical and contemporary (Western) conceptions of the good life and the common good. Part I provides a general background on music education, school music, the work ethic, leisure studies, recreation, play, and conduct. Part II focuses on two significant currents of thought and activity during the Progressive Era in the United States, the settlement movement and the recreation movement. The examination demonstrates how societal concerns over conduct (the “threat of leisure”) and differing views on the purpose of music learning and teaching led to a fracturing between those espousing generalist and specialist positions. The four chapters of Part III take readers through considerations of happiness (eudaimonia) and the good life, issues of work-life balance and the play spirit, leisure satisfaction in relation to consumerism, individualism, and the common good, and finally, parenting logics in relation to extracurriculars, music learning, and serious leisure.
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Lokshyna, Olena, Oksana Glushko, Alina Dzhurylo, Svitlana Kravchenko, Nina Nikolska, Marija Tymenko, and Oksana Shparyk. The state and trends in the development of school education in the EU, USA and China: a textbook. Institute of Pedagogy of NAES of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-8124-19-9-2021-143.
Повний текст джерелаАнотація:
The publication contains materials of the training course “and trends in the development of school education in the EU, USA and China” for educational use in the process of training of applicants for the degree of “Doctor of Philosophy” in the specialties 011 “Educational, Pedagogical Sciences”, 013 “Primary Education”, 014 “Secondary education” (by subject specializations). The mastering of the course involves the formation of holistic comparative and pedagogical competence of a researcher - a qualified specialist who has a high level of readiness for professional activity in the field of comparative education studies. In the manual the purpose and objectives of the course are defined, a description of the study discipline done (Appendix A), thematic information, dictionary of foreign terms and concepts are provided (Appendix B).
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Polesel, John. Pre-Employment Skill Formation in Australia and Germany. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.8.
Повний текст джерелаАнотація:
This chapter provides a critical analysis of the role that vocational education and training plays in preparing young people for the labour market in two contrasting systems – Australia and Germany. In Germany, this occurs mainly within the structure of the “dual system”. In Australia, it occurs within a system of comprehensive high schools, where vocational studies are located within the senior secondary certificates. In Australia, it also occurs to an extent in the adult sector VET institutions and in some specialist providers which focus on school-aged youth. The concepts of education logic and employment logic and the type of welfare state, whether neocorporatist or neoliberal, are used to analyse important differences between Australia and Germany. The chapter argues that the skills formation of young people requires both symbolic and financial support and an approach to upper secondary education which is not captive to the sorting and selection mechanisms of universities.
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Tyutkova, Irina, Ismail Baykhanov, and Yulia Laamarti, eds. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.
Повний текст джерелаАнотація:
The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal and specific tasks focused on high-quality training of future specialists. The formation of student’s personality as a future teacher has a number of stages coordinated with the process of learning at the university, in particular, with formation of certain knowledge base within the framework of academic discipline studies, acquisition of professional experience in the process of pedagogical training, study of perspective practices and experience of pedagogical activity. The proper attitude to accumulation, generalisation and popularisation of advanced pedagogical experience contributes to formation and development of professional mastery of both students of pedagogical profile and young teachers. The advanced pedagogical experience of winners and laureates of the national pedagogical mastership contests in the Russian Federation and CIS countries requires special research. An attempt of large-scale research of this unique practical experience and its implantation into the training process at pedagogical universities was undertaken by the Russian State Pedagogical University. The research results were tested at the All-Russian applied research conference with international participation “International Best Practices in Pedagogical Activity: Experience, Risks, Prospects”. The conference was presented with 102 papers by representatives of educational organisations from Russia and foreign countries, including Latvia, Kazakhstan, Belarus and Uzbekistan. The aim of the conference was to discuss efficient practices of transformation of modern education aimed at updating its content by strengthening practical orientation and integration of higher and general education, exchange of experience among educators actively using modern educational technologies. The conference was held along the following directions: – Practical application of results of efficient pedagogical solutions and advantages of promising practices of pedagogical excellence aimed to improve the quality of education. – The system of young educators support: ideas and practices. – Digital learning environment: pedagogue’s new tools. – The teacher’s personality in innovative educational space. – Trends in pedagogical education development. – Learner’s individual trajectory as a resource for future teacher formation. – Best teaching practices: international and national experience. The conference participants discussed the pressing issues of organising the teaching process in general-education organisations and vocational guidance in higher education. The participants noted that such pedagogical transfer in modern conditions is one of the important and productive directions of searching for the ways to improve pedagogical mastery.
Частини книг з теми "3904 Specialist studies in education"
1
Fletcher, Tim. "Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue." In Self-Studies of Science Teacher Education Practices, 85–102. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_6.
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Russell, Tom. "Science Teacher Education, Self-Study of Teacher Education Practices, and the Reflective Turn." In Self-Studies of Science Teacher Education Practices, 193–99. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_12.
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Bullock, Shawn Michael. "Exploring the Intersections of Self-Study, Science Teaching, and Science Teacher Education." In Self-Studies of Science Teacher Education Practices, 1–8. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_1.
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4
Morrell, Patricia D., and Adele C. Schepige. "Helping Preservice Science Teachers Analyze Their Practices as We Study Our Own." In Self-Studies of Science Teacher Education Practices, 157–73. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_10.
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5
Hoban, Garry, Peter McLean, Wendy Nielsen, Amanda Berry, Christine Brown, Gordon Brown, Barbara Butterfield, et al. "Developing a Model for a Self-Study Professional Learning Community." In Self-Studies of Science Teacher Education Practices, 175–92. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_11.
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Brown, C. Liam, and Tom Russell. "A Collaborative Self-Study of a Physics Teacher’s First Two Years of Teaching." In Self-Studies of Science Teacher Education Practices, 9–29. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_2.
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Garbett, Dawn. "The Transformation from Expert Science Teacher to Science Teacher Educator." In Self-Studies of Science Teacher Education Practices, 31–44. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_3.
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8
Santau, Alexandra O. "Bridging the Gap Between a Science Laboratory Past and a Science Teacher Educator Present: Rethinking the Doctoral Program in Science Education." In Self-Studies of Science Teacher Education Practices, 45–64. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_4.
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Keast, Stephen, and Rebecca Cooper. "Articulating Our Values to Develop Our Pedagogy of Science Teacher Education." In Self-Studies of Science Teacher Education Practices, 65–83. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_5.
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Bullock, Shawn Michael. "Learning to Teach Physics Teachers: Developing a Distinct Pedagogy of Teacher Education." In Self-Studies of Science Teacher Education Practices, 103–20. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_7.
Повний текст джерелаТези доповідей конференцій з теми "3904 Specialist studies in education"
1
Milenkovic, Sladjana, Mirjana Nikolic, and Gordana Mijailovic. "PRESCHOOL TEACHERS’ EDUCATION IN THE FIELD OF EARLY INCLUSION – EVALUATION OF SPECIALIST STUDIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1902.
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Mađarac, Sandra Mrvica. "Gender Distribution of Enrolled Students in Institutions of a Higher Education in the Republic of Croatia." In Fifth International Scientific Conference ITEMA Recent Advances in Information Technology, Tourism, Economics, Management and Agriculture. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/itema.2021.147.
Повний текст джерелаАнотація:
One of the basic demographic distributions is the one concerning the population gender structure. Through the share of highly educated women and men, it can be revealed their position in society. Gender equality is considered through the highest value of the constitutional order of the Republic of Croatia as in accordance with Article 3 of the Constitution of the Republic of Croatia. Given the growth in the number of higher educational institutions in the Republic of Croatia and even greater offer of study programmes, we can put a question which gender of students enrols in which study programme, what is also the purpose of this research paper. Following the published data of the Central Bureau of Statistics, in the paper are investigated and analysed data on enrolled students by the system of the higher institutions, by science field, the gender distribution of enrolled students on postgraduate specialist and doctoral studies in line with the field of science, and the students who graduated from higher institutions. The observed academic years are 2007 / 2008 and 2019 / 2020, respectively.
3
Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.
Повний текст джерелаАнотація:
Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Fleischmann, Shirley T. "Educating the Citizen Engineer: Making a Case for Community Service in Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42809.
Повний текст джерелаАнотація:
The first two fundamental principles in the ASME Code of Ethics are that” engineers uphold and advance the integrity, honor and dignity of the engineering profession by: I. Using their knowledge and skill for the advancement of human welfare; II. Being honest and impartial, and serving with fidelity the public, their employers and clients…” These principles involve the concept of “the public good” and are properly part of engineering ethics — yet it is difficult to find a good place in the curriculum to address these principles. This paper will present the idea of using community service in engineering as a context for teaching this aspect of engineering ethics. The author has considerable experience in community service projects — related to engineering courses in which project work is required and graded, and also related to projects that involve purely voluntary efforts. Specific examples of projects that have been used will be given. The projects have also been presented as part of the larger Honor Concept that the author has been instrumental in developing for the School of Engineering at Grand Valley State University. “The habit of apprehending a technology in its completeness: this is the essence of technological humanism, and this is what we should expect education in higher technology to achieve. I believe it could be achieved by making specialist studies the core around which are grouped liberal studies which are relevant to those specialist studies. But they must be relevant; the path to culture should be through a man’s specialism, not by-passing it…A student who can weave his technology into the fabric of society can claim to have a liberal education; a student who cannot weave his technology into the fabric of society cannot claim even to be a good technologist.” Lord Ashby, Technology and the Academics
Звіти організацій з теми "3904 Specialist studies in education"
1
Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.
Повний текст джерелаАнотація:
The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Totten, Annette, Dana M. Womack, Marian S. McDonagh, Cynthia Davis-O’Reilly, Jessica C. Griffin, Ian Blazina, Sara Grusing, and Nancy Elder. Improving Rural Health Through Telehealth-Guided Provider-to-Provider Communication. Agency for Healthcare Research and Quality, December 2022. http://dx.doi.org/10.23970/ahrqepccer254.
Повний текст джерелаАнотація:
Objectives. To assess the use, effectiveness, and implementation of telehealth-supported provider-to-provider communication and collaboration for the provision of healthcare services to rural populations and to inform a scientific workshop convened by the National Institutes of Health Office of Disease Prevention on October 12–14, 2021. Data sources. We conducted a comprehensive literature search of Ovid MEDLINE®, CINAHL®, Embase®, and Cochrane CENTRAL. We searched for articles published from January 1, 2015, to October 12, 2021, to identify data on use of rural provider-to-provider telehealth (Key Question 1) and the same databases for articles published January 1, 2010, to October 12, 2021, for studies of effectiveness and implementation (Key Questions 2 and 3) and to identify methodological weaknesses in the research (Key Question 4). Additional sources were identified through reference lists, stakeholder suggestions, and responses to a Federal Register notice. Review methods. Our methods followed the Agency for Healthcare Research and Quality Methods Guide (available at https://effectivehealthcare.ahrq.gov/topics/cer-methods-guide/overview) and the PRISMA reporting guidelines. We used predefined criteria and dual review of abstracts and full-text articles to identify research results on (1) regional or national use, (2) effectiveness, (3) barriers and facilitators to implementation, and (4) methodological weakness in studies of provider-to-provider telehealth for rural populations. We assessed the risk of bias of the effectiveness studies using criteria specific to the different study designs and evaluated strength of evidence (SOE) for studies of similar telehealth interventions with similar outcomes. We categorized barriers and facilitators to implementation using the Consolidated Framework for Implementation Research (CFIR) and summarized methodological weaknesses of studies. Results. We included 166 studies reported in 179 publications. Studies on the degree of uptake of provider-to-provider telehealth were limited to specific clinical uses (pharmacy, psychiatry, emergency care, and stroke management) in seven studies using national or regional surveys and claims data. They reported variability across States and regions, but increasing uptake over time. Ninety-seven studies (20 trials and 77 observational studies) evaluated the effectiveness of provider-to-provider telehealth in rural settings, finding that there may be similar rates of transfers and lengths of stay with telehealth for inpatient consultations; similar mortality rates for remote intensive care unit care; similar clinical outcomes and transfer rates for neonates; improvements in medication adherence and treatment response in outpatient care for depression; improvements in some clinical monitoring measures for diabetes with endocrinology or pharmacy outpatient consultations; similar mortality or time to treatment when used to support emergency assessment and management of stroke, heart attack, or chest pain at rural hospitals; and similar rates of appropriate versus inappropriate transfers of critical care and trauma patients with specialist telehealth consultations for rural emergency departments (SOE: low). Studies of telehealth for education and mentoring of rural healthcare providers may result in intended changes in provider behavior and increases in provider knowledge, confidence, and self-efficacy (SOE: low). Patient outcomes were not frequently reported for telehealth provider education, but two studies reported improvement (SOE: low). Evidence for telehealth interventions for other clinical uses and outcomes was insufficient. We identified 67 program evaluations and qualitative studies that identified barriers and facilitators to rural provider-to-provider telehealth. Success was linked to well-functioning technology; sufficient resources, including time, staff, leadership, and equipment; and adequate payment or reimbursement. Some considerations may be unique to implementation of provider-to-provider telehealth in rural areas. These include the need for consultants to better understand the rural context; regional initiatives that pool resources among rural organizations that may not be able to support telehealth individually; and programs that can support care for infrequent as well as frequent clinical situations in rural practices. An assessment of methodological weaknesses found that studies were limited by less rigorous study designs, small sample sizes, and lack of analyses that address risks for bias. A key weakness was that studies did not assess or attempt to adjust for the risk that temporal changes may impact the results in studies that compared outcomes before and after telehealth implementation. Conclusions. While the evidence base is limited, what is available suggests that telehealth supporting provider-to-provider communications and collaboration may be beneficial. Telehealth studies report better patient outcomes in some clinical scenarios (e.g., outpatient care for depression or diabetes, education/mentoring) where telehealth interventions increase access to expertise and high-quality care. In other applications (e.g., inpatient care, emergency care), telehealth results in patient outcomes that are similar to usual care, which may be interpreted as a benefit when the purpose of telehealth is to make equivalent services available locally to rural residents. Most barriers to implementation are common to practice change efforts. Methodological weaknesses stem from weaker study designs, such as before-after studies, and small numbers of participants. The rapid increase in the use of telehealth in response to the Coronavirus disease 2019 (COVID-19) pandemic is likely to produce more data and offer opportunities for more rigorous studies.