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1.
Margo L Brewer Helen Flavell Franziksa Trede Megan Smith 《International Journal of Leadership in Education》2018,21(5):580-592
Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts. 相似文献
2.
Meltem
. Gürel Joy K. Potthoff 《The International Journal of Art & Design Education》2006,25(2):217-230
The domain of interiors constitutes a point of tension between practicing architects and interior designers. Design of interior spaces is a significant part of architectural profession. Yet, to what extent does architectural education keep pace with changing demands in rendering topics that are identified as pertinent to the design of interiors? This study explores interior designrelated coursework taught in accredited architectural programmes in the United States. Two methods of collecting data are used: self report from architectural programme chairs and content analysis of web‐site posted programme catalogues describing course content. The findings show that many interior design concepts are not well addressed in the architectural curricula [1]. On average, only 0.44% of program content is dedicated to curricula focusing on knowledge and skills in shaping interiors. These findings offer a parameter to educators who are involved in assessing and reforming architectural education by expanding issues of design in general. The authors contend that the pedagogical approach in architectural programmes would benefit from the inclusion of more interior design concepts and through such education efforts the stature of interior design is likely to be improved. 相似文献
3.
Shireen J. Fahey 《课程研究杂志》2013,45(5):703-722
In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required. 相似文献
4.
《师资教育杂志》2012,38(5):551-569
Promoting inclusivity is a core aim for many teacher education programmes throughout the UK, USA, Canada and other highly diverse nations. However, despite this aim, teacher education programmes continue to face challenges in preparing teachers who feel confident in addressing issues of diversity and inclusivity in their classrooms. The purpose of this research was to present an in-depth examination of how one initial teacher education programme coherently promotes inclusivity through various pre-service programme structures and experiences. Data were collected from four senior programme administrators, 10 faculty members and 25 teacher candidates via interviews, focus groups and professional development journals. Results provided a complex analysis of programme coherence related to the multiple ways in which inclusivity was interpreted and experienced within the teacher education programme. Specifically, three different interpretations of inclusivity were identified across participant groups: integrative, dialogical and transgressive. Each of these interpretations were manifested in varied ways through programme structures of field-based placements, curriculum and pedagogies. Based on this analysis, the paper concludes by identifying critical issues related to the preparation of inclusive educators as a foundation for future research and teacher education development. 相似文献
5.
Following a brief introduction, the extension of engineering education in Spain is described. A scheme of the national education system is given. We consider the impact of the current implementation of new university curricula as a way of improving the quality of the programmes. Attention is paid to the fact of including foreign languages in the engineering programmes of the Spanish universities. Throughout the article, the question of the need of communication for engineers both during their undergraduate and postgraduate studies in engineering as well as in their practical training in industry is emphasized. The core of the paper is devoted to the fact of considering English as the lingua franca for new technologies. A programme called English for Engineering Environments is presented as a way of improving not only the training and understanding of students while at university, but also as future professionals for industry. 相似文献
6.
Leda Kamenopoulou Jorun Buli-Holmberg Jan Siska 《International Journal of Inclusive Education》2016,20(7):743-755
In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students’ pre-understanding of the concepts ‘inclusive’ and ‘special education’, as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what ‘inclusive education’ actually means. Implications for providers of inclusive education programmes for teachers are discussed. 相似文献
7.
Short‐term international experiences (STIE) are becoming a regular, sometimes required, feature of pre‐service language teacher education programmes. Often inappropriately termed ‘immersion programmes’, they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their pedagogical knowledge and to engage with an international sociocultural environment with which they are not familiar. In this article we report on a study which investigated pre‐service English second language teachers' perceptions of a six‐week international experience in Auckland, New Zealand. The student teachers, who were enrolled in a postgraduate diploma in teaching at a Hong Kong university, participated in an academic programme as well as a series of social events and school visits. They were encouraged to reflect on their expectations and experiences and to write about these in a pre‐programme questionnaire, reflective journals and a summative programme evaluation. The teachers' articulations reveal that their expectations and experiences interrelate in complex, sometimes unexpected, ways. The findings have important implications for the coordinators of the programme at the host institution and also for those further afield who are involved in planning and managing similar STIE programmes. 相似文献
8.
This paper presents a systematic review on published research on universal school-based relationships and sex education for children aged 4–18 years. The review excludes papers focused solely on targeted cohorts, specific content areas and approaches such as abstinence-only education. Systematic searches were conducted with 5007 papers identified and following three rounds of screening, 134 papers were included in this review. The review sought to identify the terms used to describe sex education, the content included in programs or curriculum, the approaches forming the basis for implementation, the methods used to evaluate programs including the outcomes assessed. We conclude that the terms used in the field are vast, the content varied, approaches were wide-ranging, methods numerous and claims to effectiveness fluctuated and at times contrasted. Future research should seek to identify consistency in terminology and content, identify pedagogical approaches that are fully described building on the field of expertise in education, and engage highly rigorous methods and expertise in evaluation. The field of sex education must be recognized socially and institutionally so that appropriate funding and resources can be distributed to achieve the depth and breadth of knowledge required to progress the field. The implications of this impact on children's access to and ability to develop knowledge, skills, behaviours and critical thinking about themselves and their relationships. 相似文献
9.
Jolien van der Geugten Marlies Dijkstra Berno van Meijel Marion H.G. den Uyl Nanne K. de Vries 《Sex education》2013,13(2):113-128
There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The sample comprised 147 students and 3 educators. Questionnaires were used to collect data from students, and semi-structured interviews were conducted with educators. According to the students, the SRH programme was both important and interesting. Their expectations were moderately well met. They agreed that the main objectives of the programme and most of the objectives regarding the ‘family planning’ sessions had been achieved. Significant differences were found for school type, age and religion, but not for gender. For the educators, important facilitators were a clear manual, the presence of foreign volunteers working as educators, the increased influence of new media, students' eagerness to learn, and the feeling that the SRH programme really benefited students' lives. Important barriers were traditional and cultural influences, lack of funding and poor scheduling of the programme within the schools. The paper concludes by offering recommendations regarding the implementation of future SRH programmes in Ghana. 相似文献
10.
This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity. 相似文献
11.
In this article the author discusses some critical issues in the design and implementation of training programmes for future educational administrators in Africa. Such issues include the determination of skills and competencies required by these administrators, the sociocultural awareness resulting from exposure to the training programme, the discernment of educational purposes, specialisation by sector and function, education for responsible and ethical behaviour, and problems related to the organisation of training programmes, and the certification and placement of the new crop of educational administrators. The discussion focuses on public education systems generally, but draws on the author's impressions and observations about English-speaking Africa. 相似文献
12.
The work of universities in developing countries is reviewed in the context of a consideration of the whole system of education in such countries in the post World War II period. The author recommends closer links between the school and university systems with a view to improving teacher education, the creation of school curricula more relevant to current needs and flexibility in relation to admission to post-secondary education. Universities should develop programmes, including sub-degree programmes, designed to meet manpower needs. Efforts should be directed towards developing non-formal education, the training of administrators, political leaders and towards stimulating rural and cultural development. Universities in developing countries should maintain links with universities in advanced countries; the standards they set should be comparable with those of universities in advanced countries whilst at the same time being related to the needs and aspirations of the local communities. Examples are drawn from Africa and the South Pacific. 相似文献
13.
While the purpose, theory and method of evaluation of educational programmes are well‐documented, there is little published evidence on the actual evaluation of higher professional educational programmes and their outcomes. This paper outlines the background and development of programme evaluation in a new institution of higher professional education. It outlines current programme monitoring activities and their effects, and identifies the urgent and feasible tasks to be undertaken in the methodologically difficult and politically sensitive area of outcome evaluation. 相似文献
14.
This qualitative study explores the meanings and possible merits of introducing competence profiles for enhancing professional development in the environmental education sector in the Netherlands. It presents the three most important environmental education jobs and their underlying competencies alongside their core professional challenges, as identified by environmental educators and experts in the Netherlands. The jobs are: education practitioner, programme leader, and organisational manager. The core professional challenges for the education practitioner entail: developing demand‐driven instructional programmes and spontaneous, ad‐hoc programmes, and addressing task and goal orientations. For the programme leader, they are acquisition of new projects, quality assurance, and project management; and for the organisational manager, they are human resource management, financial management, representing the organisation and showing its performance. The results of the study should inform educational institutions how to develop relevant programmes for future environmental educators, and for the professional development of environmental educators in environmental education organisations. 相似文献
15.
Satish Verma 《The Journal of Agricultural Education and Extension》2013,19(4):255-258
Abstract The threats to traditional cultural landscapes and the concomitant demands from society for remedial landscape management represent a new challenge for agricultural education. The research described here examined the extent to which relevant landscape management skills and knowledge are transferred to would-be farmers (if at all) within the Austrian agricultural school system. A plurilateral approach was taken, involving a standardised text evaluation of curricula (as defined in legislative documents), examination of further vocational training programmes for teachers, and investigation of the actual teaching situation in selected schools. This combination of methods produced a comprehensive overview of the situation in agricultural schools and academies with regard to landscape management teaching. The teaching programmes prescribed by law and the actual programmes carried out by teachers were compared with a theoretical ‘best-case’ programme for teaching landscape management, and this revealed considerable shortcomings in current teaching. The research also identified potential constraints to the integration of landscape management elements within the agricultural school system. 相似文献
16.
PhD students’ work conditions and study environment in university- and industry-based PhD programmes
During the last 10 years, new models of funding and training PhD students have been established in Denmark in order to integrate industry into the entire PhD education. Several programmes have been conducted where it is possible to co-finance PhD scholarships or to become an employee as an industrial PhD in a company. An important question is what impact these new conditions will have on the PhD students’ training, work conditions and study environment. In this article, the new type of programmes will be presented together with data analysis of PhD students’ work conditions and study environment in various programmes mainly based on a research project from 2006. The results of this study show no significant difference between PhD students in a traditional university PhD programme and PhD students in an industrial programme concerning working environment. However, the study shows significant differences in the intercultural dimension, where foreign PhD students are significantly more satisfied with their study environment compared with Danish PhD students. In general the workload is very high and the environment is stressful for all PhD students. 相似文献
17.
This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have been identified, and some preliminary analysis on their needs and requirements has been conducted. Following that, the phases of conceptual design, preliminary design, and detailed design have been pursued during which different levels of validation, assessment, and evaluation processes have been utilised. In addition, a curriculum assessment and continuous improvement process have been developed to assess the curriculum and the courses frequently. The resulting curriculum is flexible, allowing the pursuit of accelerated graduate programmes, a second major, various minor options, and study-abroad; relevant, tailored to the needs of industry partners in the vicinity; and practical, providing hands-on education, resulting in employment-ready graduates. 相似文献
18.
《Africa Education Review》2013,10(1-2):67-83
Abstract In-service training programmes for educators (INSET) in South Africa have a common objective, namely to support unqualified or underqualified educators to teach their subjects well. The Science, Technology, Environmental and Mathematics Education (STEME) outreach programme is an initiative of the University of South Africa to support these educators with skills and knowledge to teach these subjects efficiently. This article reports on an INSET programme for science teachers who took part in STEME and serves as a case study to investigate educators’ perceptions of the programme. The study, which involved a total of 13 educators, had two phases which were conducted during and after the INSET programme respectively. A focus group interview was conducted in the first phase while individual interviews were conducted in the second phase at the participants’ schools. Participants valued facilitators’ knowledge, continuous support and demonstration of new skills in practical real-life situations. Their main concern was applying the skills at their schools within present circumstances. This case study can serve to inform other service providers on what educators expect from INSET programmes. 相似文献
19.
Rexwinkel Trudy Haenen Jacques Pilot Albert 《European Journal of Psychology of Education - EJPE》2017,32(4):703-723
A cross-national comparison of degree programme levels became relevant when the borders of European countries opened for students and graduates, and higher education institutions were restructured into bachelor’s and master’s programmes. This new situation foregrounded the questions of what students are learning in the degree programmes of European countries and how to compare their achievements. Therefore, we conceptualised a valid and reliable ‘level’ construct that included a cognitive (‘disciplinary thinking’) and an affective aspect (‘professional attitude’). The main research question for our exploratory study was: ‘What procedure can lead to a valid and reliable cross-national comparison of degree programme levels?’ To achieve this comparison, we designed a Three-Step Procedure, in which level was operationalised (step 1), measured and analysed (step 2), and compared cross-nationally (step 3). The study was conducted in collaboration with four bachelor programmes in Hotel Management from four European countries; a total of 783 participants were involved. Four themes were generated to operationalise the concept of level: professional management, hospitality business research, leading management, and strategic management; their respective learning outcomes were measured with a questionnaire. Principal component analysis identified the conceptualised themes and measured their components with eigenvalues ≥1, which explained 66 % of the variance. The reliability of the components exceeded a Cronbach’s alpha coefficient of 0.70. Analysis of the components and of the single samples showed strong validity and reliability for the learning outcomes. Thus, we believe this study has produced a rigorous means to compare degree programme levels across countries.
相似文献20.
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings. 相似文献