Showing papers on "Curriculum published in 2010"
TL;DR: It is concluded that nurses entering the field are not equipped with the essential knowledge and skills for today's practice nor prepared to continue learning for tomorrow's nursing.
Abstract: The Carnegie Foundation for the Advancement of Teaching joins a chorus of calls for transformation of prelicensure nursing education (Benner, Sutphen, Leonard, & Day, 2009). Citing the shift of significant responsibility to nurses for managing complex medical regimens, as well as the increasing complexity of community-based practices, Benner and colleagues concluded that nurses entering the field are not equipped with the essential knowledge and skills for today's practice nor prepared to continue learning for tomorrow's nursing (p. 31). They found: a) weak curricula in natural sciences, technology, social sciences, and humanities, and in developing cultural competency; b) weak classroom instruction and limited integration between classroom and clinical experiences; c) limited strategies in helping students develop habits of inquiry, raising clinical questions, seeking evidence for practices; d) faculty and student perception that students are ill prepared for their first job and dissatisfaction with the teaching preparation of current nursing faculty; and e) multiple pathways to eligibility for the licensure examination, with tremendous variability in prerequisites, curricular requirements, and the quality of offerings.
2,186 citations
TL;DR: Alternative resources and strategies are discussed in an attempt to tackle genuine concerns of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education.
Abstract: Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3: 83–93, 2010. © 2010 American Association of Anatomists.
739 citations
Book•
29 Mar 2010
TL;DR: The road to a pedagogy of partnering is described in this paper, where the authors discuss the need to establish roles and mutual respect between teachers and students in a collaborative learning environment.
Abstract: About the Author Introduction: Our Changing World: Technology and Global Society What Today's Students Want Partnering and Twenty-first Century Technology REAL, Not Just Relevant Motivation Through Passion Teaching for the Future The Road to a Pedagogy of Partnering 1. Partnering: a Pedagogy for the New Educational Landscape Moving Ahead How Partnering Works Establishing Roles and Mutual Respect Getting Motivated to Partner With Your Students 2. Moving to the Partnership Pedagogy Seeing Your Students Differently Setting Up Your Classroom to Facilitate Partnering Choosing Your Partnering "Level": Basic, Directed, Advanced Technology and Partnering: Nouns vs. Verbs Partnering and The Required Curriculum Taking Your First (or Next) Steps into Partnering 3. Think "People and Passions" rather than "Classes and Content" Learn your students' interests and passions Living Out the Partnering Roles More Ideas 4. Always be REAL (not Just Relevant) A New Perspective Making Our Subjects REAL More Ways to Make Things REAL Always Think "Future" 5. Planning: Content to Questions, Questions to Skills Using Guiding Questions Focus on the appropriate verbs 6. Using Technology in Partnering Technology is the Enabler Technology and Equity: To Each His or Her Own Let the Students Use All Technology Using the Appropriate Nouns (Tools) for the Guiding Questions and Verbs 7. Understanding the "Nouns," or Tools 8. Let Your Students Create A real, World Audience Aim High / Raise the bar 9. Continuous Improvement Through Practice and Sharing Improving Through Iteration Improving Through Practice Improving Through Sharing More Ways to Help Yourself Improve 10. Assessment in the Partnership Pedagogy Useful Assessment: Beyond Summative and Formative Assessing Students' Progress Assessing Teachers' Progress Assessing Administrators' Progress Assessing Parents' Progress Assessing Schools' Progress Assessing Our Nation's Progress, and the World's Conclusion: The (Not Too Distant) Future of Education What Should A New Curriculum Be?: Essential Twenty-first Century Skills Using the Partnership Pedagogy With New Curricula Creating Schools With Partnering In Mind Toward a Twenty-first Century Education for All Index
650 citations
TL;DR: Co-teaching as discussed by the authors is the sharing of instruction by a general education teacher and a special education teacher or another specialist in general education class that includes students with disabilities, is a relatively recent application.
Abstract: Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled. Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key out...
549 citations
01 Jan 2010
TL;DR: The IS 2010 report is the latest output from model curriculum work for Information Systems (IS) that began in the early 1970s and is grounded in the expected requirements of industry, represents the views of organizations employing the graduates, and is supported by other IS-related organizations.
541 citations
TL;DR: The authors argue that the approach to designing and evaluating the success of translational training programs must be flexible enough to accommodate the needs of individual institutions and individual trainees within the institutions but that it must also be rigorous enough to document that the program is meeting its short-, intermediate-, and long-term objectives and that its trainees are meeting preestablished competency requirements.
Abstract: Because translational research is not clearly defined, developers of translational research programs are struggling to articulate specific program objectives, delineate the knowledge and skills (competencies) that trainees are expected to develop, create an appropriate curriculum, and track outcomes to assess whether program objectives and competency requirements are being met. Members of the Evaluation Committee of the Association for Clinical Research Training (ACRT) reviewed current definitions of translational research and proposed an operational definition to use in the educational framework. In this article, the authors posit that translational research fosters the multidirectional and multidisciplinary integration of basic research, patient-oriented research, and population-based research, with the long-term aim of improving the health of the public. The authors argue that the approach to designing and evaluating the success of translational training programs must therefore be flexible enough to accommodate the needs of individual institutions and individual trainees within the institutions but that it must also be rigorous enough to document that the program is meeting its short-, intermediate-, and long-term objectives and that its trainees are meeting preestablished competency requirements. A logic model is proposed for the evaluation of translational research programs.
534 citations
TL;DR: The most recent version of the IS undergraduate model curriculum is IS 2002 (Gorgone et al., 2003) published in early 2003 as discussed by the authors, which is the most recent output from model curriculum work for Information Systems (IS) that began in the early 1970s.
Abstract: The IS 2010 report is the latest output from model curriculum work for Information Systems (IS) that began in the early 1970s. Prior to this current effort, the most recent version of the IS undergraduate model curriculum is IS 2002 (Gorgone et al., 2003), published in early 2003. IS 2002 was a relatively minor update of IS'97 (Davis et al., 1997). Both IS 2002 and IS '97 were joint efforts by ACM, AIS, and DPMA/AITP (Data Processing Management Association/ Association of Information Technology Professionals). IS'97 was preceded by DPMA'90 (Longenecker and Feinstein 1991) and ACM Curriculum Recommendations 1983 (ACM 1983) and 1973 (Couger 1973). IS 2002 has been widely accepted and it has also been the basis for accreditation of undergraduate programs of Information Systems. This report represents the combined effort of numerous individuals and reflects the interests of thousands of faculty and practitioners. It is grounded in the expected requirements of industry, represents the views of organizations employing the graduates, and is supported by other IS-related organizations.
468 citations
07 Apr 2010
TL;DR: The concept of physical literacy has been studied extensively in the literature as mentioned in this paper, with the emphasis on the sense of self, relationships with others and the place of knowledge and understanding in the concept.
Abstract: 1. Introduction 2. The Concept of Physical Literacy 3. The Philosophical Underpinning of the Concept of Physical Literacy 4. Motivation and the Significance of Physical Literacy for Every Individual 5. Physical Literacy, Physical Competence and Interaction with the Environment 6. Physical Literacy, the Sense of Self, Relationships with Others and the Place of Knowledge and Understanding in the Concept 7. The Physical Self and Physical Literacy 8. Physical Literacy and Obesity 9. Physical Literacy and the Young Child 10. Physical Literacy and the Older Adult Population 11. Physical Literacy and Individuals with a Disability 12. Physical Literacy and Issues of Diversity 13. Promoting Physical Literacy Within and Beyond the School Curriculum 14. Physical Literacy and Learning and Teaching Approaches 15. Physical Literacy, Fostering the Attributes and Curriculum Planning 16. Conclusion and the Way Ahead
442 citations
TL;DR: In this article, the authors draw on the concept of complexity thinking as a basis for conceptualizing curriculum as an emergent process resulting from the interplay of many different elements operating at multiple levels of the education system.
Abstract: The launch of New Zealand Curriculum (Ministry of Education, 2007) brings into question the future of the reforms introduced in the 1999 curriculum, Health and Physical Education in the New Zealand National Curriculum (Ministry of Education, 1999). The aim of this paper is to critique recent physical education curriculum policy in New Zealand and explore some of the discursive dilemmas that work to shape a unique rendering in New Zealand schools. I draw on the concept of complexity thinking as a basis for conceptualising curriculum as an emergent process, resulting from the interplay of many different elements operating at multiple levels of the education system. To illustrate this I discuss how the qualifications framework, socially critical discourse and the recognition of Maori perspectives influence the curriculum practices that emerge. I conclude by suggesting that contemporary curriculum analysis in New Zealand physical education needs a broader focus on the structures that enable and constrain part...
423 citations
TL;DR: The Working Group on Ethics Guidelines for Global Health Training (WEIGHT) developed a set of guidelines for institutions, trainees, and sponsors of field-based global health training on ethics and best practices in this setting.
Abstract: Academic global health programs are growing rapidly in scale and number. Students of many disciplines increasingly desire global health content in their curricula. Global health curricula often include field experiences that involve crossing international and socio-cultural borders. Although global health training experiences offer potential ben- efits to trainees and to sending institutions, these experiences are sometimes problematic and raise ethical challenges. The Working Group on Ethics Guidelines for Global Health Training (WEIGHT) developed a set of guidelines for institu- tions, trainees, and sponsors of field-based global health training on ethics and best practices in this setting. Because only limited data have been collected within the context of existing global health training, the guidelines were informed by the published literature and the experience of WEIGHT members. The Working Group on Ethics Guidelines for Global Health Training encourages efforts to develop and implement a means of assessing the potential benefits and harms of global health training programs.
420 citations
TL;DR: This article evaluated the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners and found that the program resulted in significant effects on several aspects of vocabulary knowledge, including meanings of taught words, morphological awareness, and the word meanings as presented in expository text.
Abstract: The present study aims to advance the extant research base by evaluating the implementation and effectiveness of an academic vocabulary program designed for use in mainstream middle school classrooms with high proportions of language minority learners. The quasi-experimental, mixed-methods study was conducted in 21 classes (13 treatment matched to 8 control) in seven middle schools in a large district, with 476 sixth-grade students (346 language minority learners, 130 native English speakers). Classroom observations and teacher logs indicated the 18-week program was implemented with good fidelity and that the approach contrasted sharply with the standard district English language arts (ELA) curriculum. Multilevel modeling indicated that the program resulted in significant effects on several aspects of vocabulary knowledge, including meanings of taught words (d = 0.39; p < .0001), morphological awareness (d = 0.20; p = .0003), and the word meanings as presented in expository text (d = 0.20; p = .0227). The program also yielded marginally significant, but promising effects on a depth of word knowledge measure (d = 0.15; p =0.0830) and a norm-referenced measure of reading comprehension (d = 0.15; p = .0568). No effects were found on a norm-referenced vocabulary measure. These effects were comparable for language minority learners and their native–English-speaking classmates. Data from teachers shed light on the challenges of meeting students’ diverse instructional needs and the roles of curriculum and professional networks in building instructional capacity. The findings show promise in developing effective multifaceted vocabulary instruction for implementation by ELA teachers in middle school classrooms with high numbers of language minority learners.
01 Jan 2010
TL;DR: A clear understanding of the characteristics of the ideal collaborative practitioner is required to inform curriculum and professional development for inter professional education, and enlighten professional practice for interprofessional collaboration.
Abstract: The overall goal of interprofessional education and collaborative practice is to provide health system users with improved health outcomes. Interprofessional collaboration (IPC) occurs when learners/practitioners, patients/clients/families and communities develop and maintain interprofessional working relationships that enable optimal health outcomes. Interprofessional education (IPE), which is the process of preparing people for collaborative practice, and IPC itself, are more and more frequently incorporated into health professional education and models of practice. For this reason, a clear understanding of the characteristics of the ideal collaborative practitioner is required to inform curriculum and professional development for interprofessional education, and enlighten professional practice for interprofessional collaboration.
TL;DR: In this article, transition pedagogy provides the optimal vehicle for dealing with the increasingly diverse commencing student cohorts by facilitating a sense of engagement, support and belonging, and it is argued that, when first generation co-curricular and second generation curricular approaches are integrated and implemented through an intentionally designed curriculum by seamless partnerships of academic and professional staff in a whole-of-institution transformation, we have a third generation approach labelled here as transition Pedagogy.
Abstract: Current research and practice related to the first year experience (FYE) of commencing higher education students are still mainly piecemeal rather than institution-wide with institutions struggling to achieve cross-institutional integration, coordination and coherence of FYE policy and practice. Drawing on a decade of FYE-related research including an ALTC Senior Fellowship and evidence at a large Australian metropolitan university, this paper explores how one institution has addressed that issue by tracing the evolution and maturation of strategies that ultimately conceptualize FYE as “everybody's business.” It is argued that, when first generation co-curricular and second generation curricular approaches are integrated and implemented through an intentionally designed curriculum by seamless partnerships of academic and professional staff in a whole-of-institution transformation, we have a third generation approach labelled here as transition pedagogy. It is suggested that transition pedagogy provides the optimal vehicle for dealing with the increasingly diverse commencing student cohorts by facilitating a sense of engagement, support and belonging. What is presented here is an example of transition pedagogy in action.
Book•
01 Oct 2010
TL;DR: This book discusses the development of English for Police English for Medical Doctors English for medical doctors English for Visual Arts English for Thesis Writing and case studies in ESP course development.
Abstract: Preface Acknowledgements List of Terms List of Figures List of Tables Introduction PART I: MAIN CONSIDERATIONS ON ESP COURSE DEVELOPMENT Analyzing Needs Investigating Specialist Discourse Developing the Curriculum PART II: CASE STUDIES IN ESP COURSE DEVELOPMENT English for Police English for Medical Doctors English for Visual Arts English for Thesis Writing Conclusion References Index
TL;DR: Conceptual and empirical lenses are used to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum and discuss how to support their implementation in today's complicated curricular landscape.
Abstract: We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.
TL;DR: In this article, the authors focused on the adoption and diffusion of sustainable development in curricula by analyzing the results from the curricula audit of over 5800 course descriptions from 19 of the 28 schools from Cardiff University.
TL;DR: In this paper, the authors show that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school-level data for policy development decisions.
TL;DR: The profile and competences for the European Dentist as approved by the General Assembly of the Association for Dental Education in Europe at its annual meeting held in Helsinki in August 2009 is presented.
Abstract: This paper presents the profile and competences for the European Dentist as approved by the General Assembly of the Association for Dental Education in Europe at its annual meeting held in Helsinki in August 2009. A new taskforce was convened to update the previous document published in 2005. The updated document was then sent to all European Dental Schools, ministries of health, national dental associations and dental specialty associations or societies in Europe. The feedback received was used to improve the document. European dental schools are expected to adhere to the profile and the 17 major competences but the supporting competences may vary in detail between schools. The document will be reviewed once again in 5 years time. Feedback to the newly published document is welcomed and all dental educators are encouraged to draw upon the content of the paper to assist them in harmonising the curriculum throughout Europe with the aim of improving the quality of the dental curriculum.
TL;DR: In this article, a brief background of the link between creativity and education, including the beginning of the most recent interest in the two, is given, followed by a discussion into the dissatisfactions over current education and its changing role in the light of increasing importance being accorded to creativity.
Abstract: This paper starts with a brief background of the link between creativity and education, including the beginning of the most recent interest in the two. There is a short summary of the reasons for this renewed interest. This is followed by a discussion into the dissatisfactions over current education and its changing role in the light of increasing importance being accorded to creativity. Lastly, evidence in educational policy documents from around the world is presented to show the steps being taken for implementation of creativity in education.
TL;DR: An integrated approach to school-based prevention is described, which leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions to result in greater impacts on multiple student outcomes.
Abstract: School-based prevention programs can positively impact a range of social, emotional, and behavioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and synergistic effects that result in greater impacts on multiple student outcomes. Integrated programs are also expected to be more efficient to deliver, easier to implement with high quality and integrity, and more sustainable. We provide a detailed example of the process through which the PAX-Good Behavior Game and the Promoting Alternative Thinking Strategies (PATHS) curriculum were integrated into the PATHS to PAX model. Implications for future research are proposed.
01 Jan 2010
TL;DR: The International Civic and Citizenship Education Study (ICCS) as discussed by the authors was based on the premise that preparing students for citizenship roles involves helping them develop relevant knowledge and understanding and form positive attitudes toward being a citizen and participating in activities related to civic and citizenship education.
Abstract: Publication Date 2010 Comments ISBN/EAN: 978-90-79549-07-8 This study was organised by a consortium of three partner institutions: the Australian Council for Educational Research (ACER), the National Foundation for Educational Research (NFER) in the United Kingdom, and the Laboratorio di Pedagogia sperimentale (LPS) at the Roma Tre University in Italy. These institutions worked in close cooperation with the IEA Secretariat, the IEA Data Processing and Research Center (DPC), and the study’s national research coordinators. Abstract The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. ICCS was based on the premise that preparing students for citizenship roles involves helping them develop relevant knowledge and understanding and form positive attitudes toward being a citizen and participating in activities related to civic and citizenship education. These notions were elaborated in the ICCS framework, which was the first publication to emerge from ICCS (Schulz, Fraillon, Ainley, Losito, & Kerr, 2008). Recommended Citation Schulz, Wolfram; Ainley, John; Fraillon, Julian; Kerr, David; and Losito, Bruno, "ICCS 2009 International Report: Civic knowledge, attitudes and engagement among lower secondary school students in thirty-eight countries." (2010). https://research.acer.edu.au/civics/6 Download
TL;DR: Students' reflections on thehidden curriculum are a rich resource for gaining a deeper understanding of how the hidden curriculum shapes medical trainees, and medical educators may use these results to inform, revise, and humanize clinical medical education.
Abstract: To probe medical students' narrative essays as a rich source of data on the hidden curriculum, a powerful influence shaping the values, roles, and identity of medical trainees.
In 2008, the authors used grounded theory to conduct a thematic analysis of third-year Harvard Medical School students' reflection papers on the hidden curriculum.
Four overarching concepts were apparent in almost all of the papers: medicine as culture (with distinct subcultures, rules, vocabulary, and customs); the importance of haphazard interactions to learning; role modeling; and the tension between real medicine and prior idealized notions. The authors identified nine discrete “core themes” and coded each paper with up to four core themes based on predominant content. Of the 30 students (91% of essay writers, 20% of class) who consented to the study, 50% focused on power–hierarchy issues in training and patient care; 30% described patient dehumanization; 27%, respectively, detailed some “hidden assessment” of their performance, discussed the suppression of normal emotional responses, mentioned struggling with the limits of medicine, and recognized personal emerging accountability in their medical training; 23% wrote about the elusive search for personal/professional balance and contemplated the sense of “faking it” as a young doctor; and 20% relayed experiences derived from the positive power of human connection.
Students' reflections on the hidden curriculum are a rich resource for gaining a deeper understanding of how the hidden curriculum shapes medical trainees. Ultimately, medical educators may use these results to inform, revise, and humanize clinical medical education.
TL;DR: In this paper, the authors outline five conceptual repertoires of diversity for inclusion in any teacher education curriculum regarding diversity studies: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations.
Abstract: Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are elucidated in this article. The framing question of the discussion is: What are some relevant conceptions regarding issues of diversity that every teacher education program should consider including in its curriculum? The author outlines important concepts that contribute to what he calls teachers’ conceptual repertoires of diversity. The concepts are: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions—their mindset, thinking, belief systems, attitudes, and overall understanding of the teaching and learning exchange—need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author is not suggesting that the five conceptual repertoires of diversity presented in this article are exhaustive; based on research, the list rep...
Book•
12 Feb 2010
TL;DR: In this article, the authors defined the four dimensions of college and career readiness: self-management skills, cognitive strategies, content knowledge, contextual skills, and knowledge from context.
Abstract: Preface vii Acknowledgments xiii About the Author xv Introduction 1 Should and Can Today's High Schools Prepare All Students for College and Careers? College Ready and Work Ready: One and the Same? The New Challenge What We Mean by "Ready for College and Careers" Part One: Redefining College and Career Readiness 1 The Four Key Dimensions of College and Career Readiness 19 General Elements of a More Comprehensive Defi nition of College and Career Readiness Current Means to Determine College and Career Readiness An Examination of the Four Dimensions of College and Career Readiness Differences Between High School and College Courses Operational Examples of College Readiness 2 Ways to Develop Key Cognitive Strategies and Key Content Knowledge 53 Focusing on the "Big Ideas" Aligning Courses and Expectations Between High School and College Formative Assessment for College Readiness 3 Ways to Develop Self-Management Skills and "College Knowledge" 72 Elements of Self-Management "College Knowledge" Contextual Skills and Awareness 4 Key Principles of College and Career Readiness 104 Principle 1: Create and Maintain a College-Going Culture in the School Principle 2: Create a Core Academic Program Aligned with and Leading to College Readiness by the End of Twelfth Grade Principle 3: Teach Key Self-Management Skills and Academic Behaviors and Expect Students to Use Them Principle 4: Make College and Careers Real by Helping Students Manage the Complexity of Preparing for and Applying to Postsecondary Education Principle 5: Create Assignments and Grading Policies That More Closely Approximate College Expectations Each Successive Year of High School Principle 6: Make the Senior Year Meaningful and Appropriately Challenging Principle 7: Build Partnerships with and Connections to Postsecondary Programs and Institutions 5 Case Studies of Schools That Succeed 133 Alternative School: University Park Campus School, Worcester, Massachusetts Magnet School: Fenway High School, Boston, Massachusetts Comprehensive High School: Cherry Creek High School, Greenwood Village, Colorado Charter School: Minnesota New Country School, Henderson, Minnesota Early College High School: Manhattan Hunter Science High School, New York, New York Comprehensive High School: Garland High School, Garland, Texas Magnet School: Polytech High School, Woodside, Delaware Private School: Cristo Rey Jesuit High School, Chicago, Illinois 6 Putting It All Together 176 Develop a Profi le of the School's College Readiness Capacity Identify Outcome Measures of Success Assess the District Capacity to Support Improvements Institute Specific Programs to Address the Four Dimensions of College and Career Readiness Institute Professional Development to Support College Readiness Recognize the Importance of Culture and Change Culture Gauge the Progress of Changes in the High School What Are the Eff ects on Student Performance in College? Part Two: Steps on the Road to Readiness 7 Steps High Schools Are Taking to Make More Students College and Career Ready 205 Small Schools and High School Conversions Career Academies Advanced Placement and International Baccalaureate Programs Early College High Schools Dual Credit Learning from the New Models 8 Steps States Are Taking to Make More Students College and Career Ready 219 State Actions to Date Examples of State Actions State College Readiness Standards: The Example of Texas Clear Messages States Can Send to the Secondary System Clear Messages States Can Send to Th eir Postsecondary Systems Concluding Observations Afterword 265 Appendix A: Two Examples of Tasks Th at Develop and Assess Key Cognitive Strategies 269 Appendix B: Example Items from the School Diagnostic 303 Appendix C: Resource List 307 Index 311
Book•
13 Apr 2010TL;DR: In this paper, the authors examine major challenges facing MBA programs and argue that they will have to reconsider their value proposition and explore effective curricular and programmatic responses as opportunities for MBA programs to innovate.
Abstract: Purpose – The paper seeks to examine major challenges facing MBA programs and to argue that they will have to reconsider their value proposition. It aims to explore effective curricular and programmatic responses as opportunities for MBA programs to innovate. The paper also aims to call for collective action across the business school field to effectively address these challenges.Design/methodology/approach – The research is grounded in empirical methods including semi‐structured interviews, data on curricula, courses, applications, enrollments, tuition and fees, and faculty hiring, and case studies of particular institutions.Findings – Business schools need to reassess the facts, frameworks, and theories that they teach, while also rebalancing their curricula to focus more on developing skills, capabilities, and techniques as well as cultivating values, attitudes, and beliefs.Originality/value – The paper draws on original sources of qualitative and quantitative data to present a detailed picture of the ...
TL;DR: In this article, the authors explored the experiences of junior doctors during their first year of clinical practice and found that the stress of transition from the role of student to that of practising doctor and how well their medical school education had prepared them for this.
Abstract: CONTEXT Medical education in the UK has recently undergone radical reform. Tomorrow's Doctors has prescribed undergraduate curriculum change and the Foundation Programme has overhauled postgraduate education. OBJECTIVES This study explored the experiences of junior doctors during their first year of clinical practice. In particular, the study sought to gain an understanding of how junior doctors experienced the transition from the role of student to that of practising doctor and how well their medical school education had prepared them for this. METHODS The study used qualitative methods comprising of semi-structured interviews and audio diary recordings with newly qualified doctors based at the Peninsula Foundation School in the UK. Purposive sampling was used and 31 of 186 newly qualified doctors self-selected from five hospital sites. All 31 participants were interviewed once and 17 were interviewed twice during the year. Ten of the participants also kept audio diaries. Interview and audio diary data were transcribed verbatim and thematically analysed with the aid of a qualitative data analysis software package. RESULTS The findings show that, despite recent curriculum reforms, most participants still found the transition stressful. Dealing with their newly gained responsibility, managing uncertainty, working in multi-professional teams, experiencing the sudden death of patients and feeling unsupported were important themes. However, the stress of transition was reduced by the level of clinical experience gained in the undergraduate years. CONCLUSIONS Medical schools need to ensure that students are provided with early exposure to clinical environments which allow for continuing 'meaningful' contact with patients and increasing opportunities to 'act up' to the role of junior doctor, even as students. Patient safety guidelines present a major challenge to achieving this, although with adequate supervision the two aims are not mutually exclusive. Further support and supervision should be made available to junior doctors in situations where they are dealing with the death of a patient and on surgical placements.
TL;DR: The design and the implementation of the TPASK is reported on, a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach.
Abstract: This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers' preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.
TL;DR: Work-based learning is a distinct field of practice and study supported by relevant pedagogies and concepts of curriculum as discussed by the authors, and the evidence indicates that well-designed work-based programs are both effective and robust.
Abstract: Since the 1980s there has been significant growth in the engagement of higher education with workforce development, with among other things the emergence of a distinct if varied area of provision commonly referred to as work-based learning. Recent examination of practice and literature indicates a growing sophistication in the way that work-based learning is being theorised and facilitated in higher education, with its gradual emergence as a distinct field of practice and study supported by relevant pedagogies and concepts of curriculum. Tensions continue to exist between the demands and opportunities provided by the workplace and the need to develop capable practice, support personal development and maintain academic validity; however, universities are beginning to engage with these issues at a deeper level than that suggested by simple notions of employer engagement and skills development, and the evidence indicates that well-designed work-based programmes are both effective and robust.
TL;DR: The authors explored the epistemological dimension of research in didactics and ASP in order to assess what stage of development it has reached, what directions it is likely to take in France and in Europe, and how a reflection on education and programs of ASP could be implemented in higher education in different countries.
Abstract: In a globalised world, the issue of language is of paramount importance. Teaching and learning foreign languages has become a social, institutional and professional challenge for the French education system.
One consequence of the predominance of English has been to promote its teaching in higher education, so much so that French universities are gradually teaching other subjects through English to students whose language skills do not necessarily match the standards required for such curricula, and by lecturers who are not specialised in English. Against that backdrop, this article addresses what research about “Anglais de specialite” (ASP) is in the current, institutional context of the ever-developing French “ASP” sector, with a particular focus on English for science and English for law, and hopes to encourage similar studies across Europe. Exploring the epistemological dimension of research in didactics and ASP is essential in order to assess what stage of development it has reached, what directions it is likely to take in France and in Europe, and how a reflection on education and programmes of ASP could be implemented in higher education in different countries. But the present contribution paves the way for a pragmatic approach, since it aims to bring an institutional solution to the debate that has agitated the French academic world for the past decades.
10 Mar 2010
TL;DR: Scalable Game Design is a research project exploring new strategies of how to scale up from after school and summer programs into required curriculum of public schools through game design approaches.
Abstract: Game design appears to be a promising approach to interest K-12 students in Computer Science. Unfortunately, balancing motivational and educational concerns is truly challenging. Over a number of years, we have explored how to achieve a functional balance by creating a curriculum that combines increasingly complex game designs, computational thinking patterns and authoring tools. Scalable Game Design is a research project exploring new strategies of how to scale up from after school and summer programs into required curriculum of public schools through game design approaches. The project includes inner city schools, remote rural areas and Native American communities. A requirement checklist of computational thinking tools regarding curriculum, teacher training, standards and authoring tools has been developed and is being tested with thousands of students.