Showing papers on "Competence (human resources) published in 2008"
TL;DR: In this paper, the authors present a conceptual model hypothesizing the relationships among physical activity, motor skill competence, perceived motor skills competence, health-related physical fitness, and obesity.
Abstract: Although significant attention has been paid to promoting the importance of physical activity in children, adolescents, and adults, we do not currently understand how to promote sustained physical activity levels throughout the lifespan. We contend that previous research has failed to consider the dynamic and synergistic role that motor skill competence plays in the initiation, maintenance, or decline of physical activity and how this role might change across developmental time. In this article, we present a conceptual model hypothesizing the relationships among physical activity, motor skill competence, perceived motor skill competence, health-related physical fitness, and obesity. We contend that the development of motor skill competence is a primary underlying mechanism that promotes engagement in physical activity.
1,604 citations
TL;DR: The stereotype content model (SCM) as mentioned in this paper defines two fundamental dimensions of social perception, warmth and competence, predicted respectively by perceived competition and status, which generate distinct emotions of admiration, contempt, envy, and pity.
Abstract: The stereotype content model (SCM) defines two fundamental dimensions of social perception, warmth and competence, predicted respectively by perceived competition and status. Combinations of warmth and competence generate distinct emotions of admiration, contempt, envy, and pity. From these intergroup emotions and stereotypes, the behavior from intergroup affect and stereotypes (BIAS) map predicts distinct behaviors: active and passive, facilitative and harmful. After defining warmth/communion and competence/agency, the chapter integrates converging work documenting the centrality of these dimensions in interpersonal as well as intergroup perception. Structural origins of warmth and competence perceptions result from competitors judged as not warm, and allies judged as warm; high status confers competence and low status incompetence. Warmth and competence judgments support systematic patterns of cognitive, emotional, and behavioral reactions, including ambivalent prejudices. Past views of prejudice as a univalent antipathy have obscured the unique responses toward groups stereotyped as competent but not warm or warm but not competent. Finally, the chapter addresses unresolved issues and future research directions.
1,500 citations
01 Jan 2008
TL;DR: The authors explored four broad con- trasts which suggest that school is a special place and time for people and how the economic, civic, and cultural aims of education can best be pursued and whether schooling itself should be reorganized to take account of what we are learning about the nature of competence in various aspects of our lives.
Abstract: P opular wisdom holds that common sense outweighs school learning for getting along in the world—that there exists a practical intelligence, different from school intelligence, that matters more in real life. As is often the case, this wisdom is difficult to assess directly from a base of scholarly research. But recent research on the nature of everyday, practical, real-world intelligence and learning is beginning to provide a basis for understanding what dis tinguishes practical from formal intelligence. Drawing on this work, I want to explore in this essay four broad con trasts which suggest that school is a special place and time for people—discontinuous in some important ways with dai ly life and work. Then, in light of these contrasts, I will con sider where and how the economic, civic, and cultural aims of education can best be pursued and whether schooling itself should be reorganized to take account of what we are learning about the nature of competence in various aspects of our lives.
638 citations
TL;DR: This study examined the different predictive relationships between NP domains, functional competence, social competence, symptoms, and real-world behavior in domains of work skills, interpersonal relationships, and community activities.
562 citations
TL;DR: It is demonstrated that early conceptual models of cultural competence and patient centeredness focused on how healthcare providers and patients might interact at the interpersonal level and that later conceptual models were expanded to consider how patients might be treated by the healthcare system as a whole.
Abstract: Cultural competence and patient centeredness are approaches to improving healthcare quality that have been promoted extensively in recent years. In this paper, we explore the historical evolution of both cultural competence and patient centeredness. In doing so, we demonstrate that early conceptual models of cultural competence and patient centeredness focused on how healthcare providers and patients might interact at the interpersonal level and that later conceptual models were expanded to consider how patients might be treated by the healthcare system as a whole. We then compare conceptual models for both cultural competence and patient centeredness at both the interpersonal and healthcare system levels to demonstrate similarities and differences. We conclude that, although the concepts have had different histories and foci, many of the core features of cultural competence and patient centeredness are the same. Each approach holds promise for improving the quality of healthcare for individual patients, communities and populations.
553 citations
Book•
01 Jan 2008TL;DR: The Observation Guide for Culturally Responsive Teaching and Learning (Adult Version) as mentioned in this paper is a guide for culturally responsive teaching and learning for adults, focusing on the role of adults in the development of positive attitudes toward learning.
Abstract: Preface. The Author. 1. Understanding Motivation for Adult Learners. 2. Understanding How Aging and Culture Affect Motivation to Learn. 3. Characteristics and Skills of a Motivating Instructor. 4. What Motivates Adults to Learn. 5. Establishing Inclusion among Adult Learners. 6. Helping Adults Develop Positive Attitudes toward Learning. 7. Enhancing Meaning in Learning Activities. 8. Engendering Competence among Adult Learners. 9. Building Motivational Strategies into Instructional Designs. Epilogue: Ethical Considerations for an Instructor of Adult. Appendix: Observation Guide for Culturally Responsive Teaching and Learning (Adult Version). References. Name Index. Subject Index.
435 citations
TL;DR: For decision makers in medical education, this article aims to broaden awareness of the significant potential of these new technologies for improving physician training and assessment, with a resultant positive impact on patient safety and health care outcomes.
Abstract: Medical education during the past decade has witnessed a significant increase in the use of simulation technology for teaching and assessment. Contributing factors include: changes in health care delivery and academic environments that limit patient availability as educational opportunities; worldwide attention focused on the problem of medical errors and the need to improve patient safety; and the paradigm shift to outcomes-based education with its requirements for assessment and demonstration of competence. The use of simulators addresses many of these issues: they can be readily available at any time and can reproduce a wide variety of clinical conditions on demand. In lieu of the customary (and arguably unethical) system, whereby novices carry out the practice required to master various techniques—including invasive procedures—on real patients, simulation-based education allows trainees to hone their skills in a risk-free environment. Evaluators can also use simulators for reliable assessments of competence in multiple domains. For those readers less familiar with medical simulators, this article aims to provide a brief overview of these educational innovations and their uses; for decision makers in medical education, we hope to broaden awareness of the significant potential of these new technologies for improving physician training and assessment, with a resultant positive impact on patient safety and health care outcomes.
428 citations
TL;DR: This article explored how an ecological approach to language data can illuminate aspects of language use in multi-lingual environments, and identified the components of a competence in multilingual encounters that has not been sufficiently taken into consideration by applied linguists and that they call symbolic competence.
Abstract: This paper draws on complexity theory and post-modern sociolinguistics to explore how an ecological approach to language data can illuminate aspects of language use in multilingual environments. We first examine transcripts of exchanges taking place among multilingual individuals in multicultural settings. We briefly review what conversation and discourse analysis can explain about these exchanges. We then build on these analyses, using insights from complexity theory and interactional sociolinguistics. We finally outline the components of a competence in multilingual encounters that has not been sufficiently taken into consideration by applied linguists and that we call ‘symbolic competence’.
392 citations
TL;DR: In this article, the role of a person's generalized positive or negative feelings toward someone (interpersonal affect) in task-related networks in organizations is examined, and it is shown that negative inter...
Abstract: This paper examines the role of a person's generalized positive or negative feelings toward someone (interpersonal affect) in task-related networks in organizations. We theorize that negative inter...
377 citations
TL;DR: In this article, the authors examined the influence of supervisor communicator competence and leadership style on employee job and communication satisfaction and found a strong relationship between supervisor communicators competence and their task and relational leadership styles.
Abstract: The current study examined the influence of supervisor communicator competence and leadership style on employee job and communication satisfaction. Participants were 220 individuals (116 men and 104 women) working full-time for a variety of companies in the Midwest. The findings indicated a strong relationship between supervisors’ communicator competence and their task and relational leadership styles, with supervisor communicator competence being a stronger predictor of employee job and communication satisfaction. More specifically, the findings indicated that supervisor communicator competence accounted for 68% of the variance in subordinate communication satisfaction and nearly 18% of the variance in subordinate job satisfaction. More important, these findings provide an association between communication, leadership, and employee job and communication satisfaction.
344 citations
TL;DR: A 2x 2 x 2 factorial design within a game-learning experience to predict rated need satisfaction, mood, and motivation, and also objective game performance offers new support for key postulates of SDT, while integrating the correlational and experimental traditions in this area.
Abstract: Self-report correlational data support self-determination theory's (SDT's) postulate that there are three basic psychological needs, for autonomy, competence, and relatedness, which combine additively to predict well-being and thriving. However, experimental research in the SDT tradition has focused only on autonomy support, not relatedness and competence support. To fill this gap, we employed a 2 x 2 x 2 factorial design within a game-learning experience to predict rated need satisfaction, mood, and motivation, and also objective game performance. Manipulated competence and relatedness support had main effects on most outcomes. Rated competence, relatedness, and autonomy need satisfaction also predicted the outcomes, and the significant experimental main effects were all mediated by the corresponding rated variables. Neutral control group data showed that thwarting participants' needs is more impactful than enhancing them. These findings offer new support for key postulates of SDT, while integrating the correlational and experimental traditions in this area.
TL;DR: Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time.
Abstract: Associations among internalizing, externalizing, and social competence were examined in a longitudinal cohort (N = 205) of 8- to 12-year-old children reassessed after 7, 10, and 20 years. Theoretically informed nested structural equation models tested interconnections among broad multi-informant constructs across four developmental periods. Follow-up analyses examined gender invariance, measurement and age effects, and putative common causes. Key model comparisons indicated robust negative paths from social competence to internalizing problems from childhood to adolescence and from emerging adulthood to young adulthood. Social competence and externalizing problems showed strong initial associations in childhood but no longitudinal cross-domain paths. Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time.
TL;DR: Based on self-determination theory, an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate, finding that feedback positively predicted competence satisfaction.
Abstract: Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.
TL;DR: In this paper, the most common conceptual difficulties from three domains: mechanics, thermal science and direct current electricity are discussed to provide concrete examples of what students find difficult to learn in engineering science.
Abstract: Learning conceptual knowledge in engineering science is a critical element in the development of competence and expertise in engineering To date, however, research on conceptual learning in engineering science has been limited Therefore, this article draws heavily on fundamental research by cognitive psychologists and applied research by science educators to provide a background on fundamental issues in the field and methods for assessing conceptual knowledge Some of the most common conceptual difficulties from three domains: mechanics, thermal science and direct current electricity, are discussed to provide concrete examples of what students find difficult to learn The article concludes with a discussion of possible sources of these difficulties, implications for instruction, and suggestions for future research
01 Dec 2008
TL;DR: In this paper, the authors reviewed the critical analyses brought forward by various authors in this field and pointed out the most important theories and critiques on the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands.
Abstract: This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above-mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de competences in France, and the implementation of competence-based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one-to-one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence-based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence-base education, and the many problems in the field of competence assessment.
TL;DR: This article investigated the influence of high school principals and department chairpersons on the nature of science and mathematics teachers' community of practice participation and found that principals are well removed from the instructional concerns of teachers and that department chairs might serve to slow down the rate of instructional change.
Abstract: Purpose: The study is a two-stage inquiry into the influence of high school principals and department chairpersons on the nature of science and mathematics teachers’ community of practice participation Of particular interest is the extent to which formal leaders influence the formation of productive communities of practice and the extent to which leaders affect teachers’ professional beliefs and their instructional skills Research Design: Using the National Educational Longitudinal Study of 1988 (NELS:88) Second Follow-up Teacher File, measures for the analysis are constructed with the Rasch model Analysis proceeds in two stages using hierarchical linear modeling The first stage investigates the importance of school leaders to mathematics and science teachers’ participation in productive communities of practice The second stage looks at the relationship between school leadership and teachers’ competence and pedagogical skills, net of the influence of communities of practice Findings: Results suggest that both principals and department chairpersons are instrumental in shaping opportunities for teachers to learn in communities of practice Furthermore, results show that principals are well removed from the instructional concerns of teachers and that department chairpersons might serve to slow down the rate of instructional change Conclusions: The connections between school-level leadership and teachers’ social learning in their communities of practice have drawn the recent attention of those writing about and conducting research on teacher communities Researchers, practitioners, and policy makers want to know if school leaders can make a difference in how teachers think about their work and the quality of their instruction in classrooms Findings offer insight into important links in the causal chain between leadership and student achievement
TL;DR: In this article, the authors present evidence that shifting hiring criteria reflects backlash toward agentic (masterful) women (Rudman, 1998) and demonstrate that hiring criteria reflect backlash against agentic women.
Abstract: We present evidence that shifting hiring criteria reflects backlash toward agentic (“masterful”) women (Rudman, 1998). Participants (N = 428) evaluated male or female agentic or communal managerial...
TL;DR: The authors seek to integrate generally accepted knowledge and beliefs about how one learns to practice clinical medicine into a coherent developmental framework using the Dreysfus and Dreyfus model of skill acquisition.
Abstract: The Accreditation Council for Graduate Medical Education Outcome Project has shifted the focus of residents' education to competency-based outcomes of learning The challenge of meaningful assessment of learner competence has stimulated interest in the Dreyfus and Dreyfus Model, a framework for assessing skill acquisition that describes developmental stages beginning with novice and progressing through advanced beginner, competent, proficient, expert, and master Many educators have adopted this model, but no consensus about its adaptation to clinical medicine has been documented In this article, the authors seek to integrate generally accepted knowledge and beliefs about how one learns to practice clinical medicine into a coherent developmental framework using the Dreyfus and Dreyfus model of skill acquisition Using the general domain of patient care, the characteristics and skills of learners at each stage of development are translated into typical behaviors A tangible picture of this model in real-world practice is provided through snapshots of typical learner performance at discrete moments in time along the developmental continuum The Dreyfus and Dreyfus model is discussed in the context of other developmental models of assessment of learner competence The limitations of the model, in particular the controversy around the behaviors of "experts," are discussed in light of other interpretations of expertise in the literature Support for descriptive developmental models of assessment is presented in the context of a discussion of the deconstructing versus reconstructing of competencies
TL;DR: The findings suggest that motherhood can indeed hinder the career advancement of women and that it is the heightened association with gender stereotypes that occurs when women are mothers that is the source of motherhood's potentially adverse consequences.
Abstract: Results of 2 experimental studies in which job incumbents were said to be applying for promotions to traditionally male positions demonstrated bias against mothers in competence expectations and in screening recommendations. This bias occurred regardless of whether the research participants were students (Study 1) or working people (Study 2). Although anticipated job commitment, achievement striving, and dependability were rated as generally lower for parents than for nonparents, anticipated competence was uniquely low for mothers. Mediational analyses indicated that, as predicted, negativity in competence expectations, not anticipated job commitment or achievement striving, promoted the motherhood bias in screening recommendations; expected deficits in agentic behaviors, not in dependability, were found to fuel these competence expectations. These findings suggest that motherhood can indeed hinder the career advancement of women and that it is the heightened association with gender stereotypes that occurs when women are mothers that is the source of motherhood's potentially adverse consequences.
TL;DR: Competencies have become an increasing focus of medical education at all levels, but confusion exists regarding what constitutes a competency versus a goal, objective or outcome.
Abstract: Context Doctor competencies have become an increasing focus of medical education at all levels. However, confusion exists regarding what constitutes a competency versus a goal, objective or outcome.
Objectives This article attempts to identify the characteristics that define a competency and proposes criteria that can be applied to distinguish between competencies, goals, objectives and outcomes.
Methods We provide a brief overview of the history of competencies and compare competencies identified by international medical education organisations (CanMEDS 2005, Institute for International Medical Education, Dundee Outcome Model, Accreditation Council for Graduate Medical Education/American Board of Medical Specialties). Based upon this review and comparisons, as well as on definitions of competencies from the literature and theoretical and conceptual analyses of the underpinnings of competencies, the authors develop criteria that can serve to distinguish competencies from goals, objectives and outcomes.
Results We propose 5 criteria which can be used to define a competency: it focuses on the performance of the end-product or goal-state of instruction; it reflects expectations that are external to the immediate instructional programme; it is expressible in terms of measurable behaviour; it uses a standard for judging competence that is not dependent upon the performance of other learners, and it informs learners, as well as other stakeholders, about what is expected of them.
Conclusions Competency-based medical education is likely to be here for the foreseeable future. Whether or not these 5 criteria, or some variation of them, become the ultimate defining criteria for what constitutes a competency, they represent an essential step towards clearing the confusion that reigns.
TL;DR: Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self- determined motivation.
Abstract: Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.
TL;DR: In this paper, the authors discuss the ways in which institutional ethical frameworks can obstruct and obfuscate research with children and young people at the very same time as they attempt to protect these subjects of research.
Abstract: This article offers a discussion of the ways in which institutional ethical frameworks can obstruct and obfuscate research with children and young people at the very same time as they attempt to protect these subjects of research. The article shows that key aspects of institutional ethical guidelines and regulations fly in the face of contemporary social studies of childhood, of which geography constitutes a significant part. The increasing recognition of the competence of children and young people combined with their right to participate, as enshrined in the UN Convention on the Rights of the Child, has not yet been adequately integrated within institutional ethics frameworks. This places those conducting research with children and young people in an invidious position of trying to follow their political respect for the rights of their research participants at the same time as meeting the strictures of research practice defined by their institutional ethics committees. Examples of the author's own experi...
TL;DR: In this paper, resilience is defined in relation to competence in developmental tasks and risks to positive development, with reference to key promotive and protective roles of schools and school personnel, including positive approaches to mission statements, models of change, measuring positive progress, and mobilizing powerful systems for changing the direction of human development.
Abstract: Four decades of research on resilience in young people provide compelling data and models for applications in the school context. Resilience theory and findings are highly congruent with Strengths-Based School Counseling (SBSC) as formulated by Galassi and Akos (2007). In this article, resilience is defined in relation to competence in developmental tasks and risks to positive development, with reference to key promotive and protective roles of schools and school personnel. Implications of a resilience framework for schools are delineated, including positive approaches to mission statements, models of change, measuring positive progress, and mobilizing powerful systems for changing the direction of human development. New horizons of research on resilience are described, along with the potential of integrating SBSC and resiliencebased frameworks in transformative efforts to promote the successful development of young people.
TL;DR: Perceptions of effective primary health care teams are explored to determine the related learning needs ofPrimary health care professionals and the related knowledge and skills that professionals require as effective team members are identified.
Abstract: Introduction: Teamwork and interprofessional practice and learning are becoming integral to health care. It is anticipated that these approaches can maximize professional resources and optimize patient care. Current research, however, suggests that primary health care teams may lack the capacity to function at a level that enhances the individual contributions of their members and team effectiveness. This study explores perceptions of effective primary health care teams to determine the related learning needs of primary health care professionals.
Methods: Primary health care team members with a particular interest in teamwork shared perspectives of effective teamwork and educational needs in interprofessional focus groups. Transcripts from nine focus groups with a total of 61 participants were analyzed using content analysis and grounded hermeneutic approaches to identify themes.
Results: Five themes of primary care team effectiveness emerged: (1) understanding and respecting team members' roles, (2) recognizing that teams require work, (3) understanding primary health care, (4) working together: practical “know-how” for sharing patient care, and (5) communication. Communication was identified as the essential factor in effective primary health care teams.
Discussion: Several characteristics of effective primary health care teams and the related knowledge and skills that professionals require as effective team members are identified. Effective teamwork requires specific cognitive, technical, and affective competence.
TL;DR: A review of the current issues in competence modeling can be found in this paper, outlining research questions and the current state of research, and identifying the need for more interdisciplinary research.
Abstract: The goals of education and qualification in modern industrial societies can no longer be described by a fixed set of specialized skills that are transferable from one generation to the next. Nowadays, knowledge must be applicable to different, new, and complex situations and contexts. It is against this background that the concept of competence has attracted increased research attention. Competencies are conceptualized as complex ability constructs that are context-specific, trainable, and closely related to real life. The theoretical modeling of competencies, their assessment, and the usage of assessment results in practice present new challenges for psychological and educational research. This article reviews current issues in competence modeling, outlining research questions and the current state of research, and identifying the need for more interdisciplinary research. Finally, a research program recently initiated by the German Research Foundation (DFG) to address these questions and demands is prese...
TL;DR: This paper analyzed transcriptions of exchanges taking place among multilingual individuals in multicultural settings using the ecological approach offered by complexity theory to conceptualize what an ecological perspective on foreign language education, based on complexity theory, would look like.
Abstract: Ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers find themselves operating in increasingly multilingual and multicultural environments. This paper builds on Kramsch & Whiteside (in press) to conceptualize what an ecological perspective on foreign language education, based on complexity theory, would look like. It first explains some of the major tenets of complexity theory, and analyzes transcriptions of exchanges taking place among multilingual individuals in multicultural settings using the ecological approach offered by complexity theory. Based on what these analyses reveal about the ability of these individuals to shape the very context in which language is learned and used, it discusses the notion of ‘symbolic competence’ recently proposed by Kramsch (2006) and explores how symbolic competence might be developed through foreign language education in institutional contexts.
TL;DR: This paper examined the intersection of age and ICT (information and communication technology) competency and found that there was not a statistically significant difference with respect to ICT competence among different age groups for either pre-program or post-program surveys, suggesting that the digital divide thought to exist between "native" and "immigrants" may be misleading, distracting education researchers from more careful consideration of the diversity of ICT users and the nuances of their ICT competencies.
Abstract: This article examines the intersection of age and ICT (information and communication technology) competency and critiques the “digital natives versus digital immigrants” argument proposed by Prensky (2001a, 2001b). Quantitative analysis was applied to a statistical data set collected in the context of a study with over 2,000 pre-service teachers conducted at the University of British Columbia, Canada, between 2001 and 2004. Findings from this study show that there was not a statistically significant difference with respect to ICT competence among different age groups for either pre-program or post-program surveys. Classroom observations since 2003 in different educational settings in Canada and the United States support this finding. This study implies that the digital divide thought to exist between “native” and “immigrant” users may be misleading, distracting education researchers from more careful consideration of the diversity of ICT users and the nuances of their ICT competencies.
TL;DR: In this article, the authors address this lacuna by drawing on United Kingdom based in-depth empirical research that made space for participatory appraisal experts to reflect on effective practice and novel questions of competence, expertise, and citizen-specialist relations within analytic-deliberative processes.
Abstract: The “participatory turn” cutting across technical approaches for appraising environment, risk, science, and technology has been accompanied by intense debates over the desired nature, extent, and quality of public engagement in science. Burgeoning work evaluating the effectiveness of such processes and the social study of science in society more generally is notable, however, for lacking systematic understanding of the very actors shaping these new forms science-society interaction. This paper addresses this lacuna by drawing on United Kingdom based in-depth empirical research that made space for participatory appraisal experts to reflect on effective practice and novel questions of competence, expertise, and citizen-specialist relations within analytic-deliberative processes. Emerging practitioner principles warn that existing participatory models have not sufficiently considered constructivist perspectives on knowledge, analysis, and deliberation. Effective participatory appraisal under uncertainty need...
TL;DR: In this paper, the authors measured social status by social preference, popularity, and physical competence as perceived by children and teach children that bullies have higher social status than their victims and that bullies are more likely to bully their victims.
Abstract: This study asks whether bullies have higher social status than their victims. Social status was measured by social preference, popularity, and physical competence as perceived by children and teach...
TL;DR: Whether a broader view of knowledge (situated learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian English perception of the term competence is examined.
Abstract: Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers' digital literacy there is a need to develop a more pedagogic-didactic content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian English perception of the term competence. The article is particularly angled towards how the complexity of teachers' digital literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information- and Communication Technology (ICT) and achievement of digital competence.