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School Curriculum (school + curriculum)
Kinds of School Curriculum Selected AbstractsForensic Dental Training in the Dental School CurriculumJOURNAL OF FORENSIC SCIENCES, Issue 3 2007Daniel C. Stoeckel D.D.S. ABSTRACT: This article reviews the literature regarding forensic education in the dental school curriculum and describes an exercise in forensic identification of victims of a mass casualty. Radiographs were made of dentate human cadavers in the gross anatomy laboratory at the Southern Illinois School of Dental Medicine. The jaws were then removed to provide "wet specimens" for the exercise. Several restorations were performed on the cadaver teeth, after which radiographs of the dissected jaws were made. One author wrote up mock dental records for each of the victims. These records included the first set or "premortem" radiographs. Students participating in the exercise were provided with a plane crash scenario, the dental records of the passengers on the manifest, the dissected jaws, and the second set or "postmortem" radiographs. Students were expected to form three teams. The first two teams evaluated the ante-mortem and postmortem dental records. The third team compared the ante-mortem and postmortem records to arrive at identification. The purpose of the exercise was twofold. It introduced dental students to forensic dentistry and emphasized the need for complete and accurate record keeping in the dental office. Several factors lessened the realism of the exercise and made it difficult to reproduce in the future. These included the uniformity of the dental records and the destruction of cadaver material following the exercise. [source] Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schoolsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2008Carolyn Webster-Stratton Background:, School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent,school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods:, This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents' involvement. Part of the curriculum involved promotion of lesson objectives through the teachers' continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results:, Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions:, These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. [source] A Curriculum of Aloha?CURRICULUM INQUIRY, Issue 3 2000Colonialism, Tourism in Hawai, i's Elementary Textbooks In this article I question the efficacy of (post)colonial Hawai,i's seemingly progressive Hawaiian studies curriculum by proceeding through a detailed textual analysis of the curriculum's core textbooks and instructional guides. Building upon Foucault's work in discourse genealogy and new historicism's technique of reading a text alongside an unlikely partner from another genre, I demonstrate how the images of Hawai,i and Hawaiians represented in the Hawaiian studies curriculum are strikingly similar to the images that were first projected upon Hawaiians by early colonial voyagers and have since been perpetuated through Hawai,i's visitor industry. By juxtaposing the school texts with documents used for the training of tourist industry workers, I explore how the material interests of the visitor industry are expressed in a curriculum that attempts to interpellate young Hawaiian students as low-paid tourist industry labor. In giving an example of how a well-intended curricular inclusion effort has had unintended, paradoxical effects, I raise difficult questions about the inclusion of underrepresented minority groups in the school curricula of (post)colonial societies in which colonialist economic- and psychodynamics continue to exist. Turning the logic of visibility politics on its head, I send a warning to all indigenous and disadvantaged groups engaged in parallel struggles across the globe, cautioning them to think closely before lobbying for inclusion in area studies curricula that may ultimately do more damage than good. [source] Exploring the Challenges of Climate Science Literacy: Lessons from Students, Teachers and Lifelong LearnersGEOGRAPHY COMPASS (ELECTRONIC), Issue 9 2010Lesley-Ann L. Dupigny-Giroux Today more than ever, being climate literate is a critical skill and knowledge area that influences our interaction with the environment around us, our understanding of scientific news and the daily decisions that we make. Yet, the term climate literacy can be misunderstood, as are the terms weather, climate and climate variability. This article surveys the existing literature and highlights six challenges to achieving a climate literate citizenry in both formal and informal or lifelong learning. The lessons learned from high school and undergraduate students, teachers and lifelong learners, many of whom are retired, serve as the threads which are woven into a tapestry of strategies for embedding climate science principles across entire school curricula as well as society at large. [source] The education and training needs of health librarians,the generalist versus specialist dilemmaHEALTH INFORMATION & LIBRARIES JOURNAL, Issue 3 2007Tatjana Petrinic Aims and objectives:, The aims of the study were to examine whether and how librarians with a generalist background can transfer to roles demanding more expert knowledge in the health sector. The objectives were (i) to compare the education and training needs of health librarians with science degrees with the education and training needs of health librarians with arts and humanities degrees; (ii) to compare the education and training needs of librarians working in the National Health Service (NHS) sector with the education and training needs of librarians working for the health sector but within higher education. Methods:, Face-to-face interviews with 16 librarians, a convenience sample of librarians working in the Thames Valley NHS region. Results:, The main findings confirmed that structured continuing professional development (CPD) is required to meet the rapidly changing needs in the health sector. The emphasis ought to be on teaching skills, outreach work, marketing and promotion, research skills and methods, subject knowledge and terminology, and management skills. Library school curricula do not appear to meet the demands of medical library posts. A first degree in scientific subjects is advantageous in the early stages of a career but diminishes with continuing training and experience. There is no evidence of a significant difference in training needs and provision between the librarians in NHS posts as opposed to those in higher education (HE) posts. Conclusions:, The conclusions suggest that library schools need to update their programmes to include teaching skills, advanced search skills, project management skills, research methods, with more practical exercises. Particular attention should be given to librarians with a first degree in non-scientific subjects in terms of time allocated for CPD, quality of training and access to reliable mentorship. [source] Investigating factors associated with nurses' attitudes towards perinatal bereavement care: a study in Shandong and Hong KongJOURNAL OF CLINICAL NURSING, Issue 16 2009Moon Fai Chan Aims., To explore nurses' attitudes towards perinatal bereavement care and to identify factors associated with these attitudes. Background., It is likely that the attitude of nursing staff can influence recovery from a pregnancy loss and that nurses with positive attitudes to bereavement care can help bereaved parents to cope during their grieving period. Design., Survey. Method., Data were collected through a structured questionnaire; 657 nurses were recruited from Obstetrics and Gynaecology units in Hong Kong and Shandong during 2006. Outcome measures included attitudes towards perinatal bereavement care, importance of hospital policy and training support for bereavement care. Results., The majority of nurses in this study had a positive attitude to bereavement care. Results show that only 21·6% (n = 141) of the nurses surveyed had bereavement-related training. In contrast, about 89·8% (n = 300) believed they needed to be equipped with relevant knowledge, skills and understanding in the care and support of bereaved parents and more than 88·5% (n = 592) would share their experiences with their colleagues and seek support when feeling under stress. A regression model showed that age, past experience in handling grieving parents, recent ranking and nurses' perceived attitudes to hospital policy and training provided for bereavement care were the factors associated with nurses' attitudes to perinatal bereavement care. Conclusions., Nurses in both cities emphasised their need for increased knowledge and experience, improved communication skills and greater support from team members and the hospital for perinatal bereavement care. Relevance to clinical practice., These findings may be used by nursing educators to educate their students on issues related to delivery of sensitive bereavement care in perinatal settings and to enhance nursing school curricula. [source] PUBLIC UNDERSTANDING OF FOOD RISK ISSUES AND FOOD RISK MESSAGES ON THE ISLAND OF IRELAND: THE VIEWS OF FOOD SAFETY EXPERTSJOURNAL OF FOOD SAFETY, Issue 4 2005MARTINE DE BOER ABSTRACT Food safety experts have a key role in constructing food risk messages and thus their perceptions will influence how food risk issues are communicated to the public. This research examined the perceptions of food safety experts regarding public understanding of food risk issues and food risk messages on the island of Ireland. It also looked into expert views of the barriers to effective food risk communication and how to improve food risk messages. One hundred and forty-three experts, working in areas related to food safety, completed an online questionnaire. Questionnaire and statement design was guided by the results of four in-depth interviews with food safety experts. The findings indicate that most experts surveyed have little confidence in the public's understanding of food risk issues, their assessment of food risks, their ability to deal with scientific information and their food safety practices. Experts are of the view that the public under-assesses the risk associated with some microbiological hazards and over-assesses the risk associated with other hazards such as genetically modified organisms (GMOs) and bovine spongiform encephalopathy. The opinion of experts with regard to GMOs is not supported by previous consumer research. Experts noted that the level of education and age were important determinants for the level of understanding of food risk issues and messages. Experts were of the view that early intervention via school curricula was the best method to improve public understanding of food risk messages in the long term. Furthermore, experts are of the view that the media have the ability to improve awareness and knowledge about food risk issues but believe that the media tend to communicate information that is misleading. The majority of experts also believe that they should communicate uncertainty but are not confident that the public is able to cope with this uncertainty. Many of the experts also indicated a desire for training on how to interact with the media. The results may be used by those experts who are involved in the construction of food risk messages to improve the design and communication of food risk messages. [source] Hearing Conservation Education Programs for Children: A ReviewJOURNAL OF SCHOOL HEALTH, Issue 2 2002Robert L. Folmer ABSTRACT: Prevalence of noise-induced hearing loss (NIHL) among children is increasing. Experts have recommended implementation of hearing conservation education programs in schools. Despite these recommendations made over the past three decades, basic hearing conservation information that could prevent countless cases of NIHL remains absent from most school curricula. This paper reviews existing hearing conservation education programs and materials designed for children or that could be adapted for classroom use. This information will be useful as a resource for educators and school administrators and should encourage further development, implementation, and dissemination of hearing conservation curricula. The overall, and admittedly ambitious, goal of this review is to facilitate implementation of hearing conservation curricula into all US schools on a continuing basis. Ultimately, implementation of such programs should reduce the prevalence of noise-induced hearing loss among children and adults. (J Sch Health 2002;72(2):51-57) [source] The Story Catches You and You Fall Down: Tragedy, Ethnography, and "Cultural Competence"MEDICAL ANTHROPOLOGY QUARTERLY, Issue 2 2003Janelle S. Taylor Anne Fadiman 's The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures (Noonday Press, 1997) is widely used in "cultural competence" efforts within U.S. medical school curricula. This article addresses the relationship between theory, narrative form, and teaching through a close critical reading of that book that is informed by theories of tragedy and ethnographies of medicine. I argue that The Spirit Catches You is so influential as ethnography because it is so moving as a story; it is so moving as a story because it works so well as tragedy; and it works so well as tragedy precisely because of the static, reified, essentialist understanding of "culture" from which it proceeds. If professional anthropologists wish our own best work to speak to "apparitions of culture" within medicine and other "cultures of no culture," I suggest that we must find compelling new narrative forms in which to convey more complex understandings of "culture." [medical education, cultural competence, tragedy, ethnography, theories of culture] [source] Refugees and medical student training: results of a programme in primary careMEDICAL EDUCATION, Issue 7 2006Kim Griswold Context, Medical schools have responded to the increasing diversity of the population of the USA by incorporating cultural competency training into their curricula. This paper presents results from pre- and post-programme surveys of medical students who participated in a training programme that included evening clinical sessions for refugee patients and related educational workshops. Methods, A self-assessment survey was administered at the beginning and end of the academic year to measure the cultural awareness of participating medical students. Results, Over the 3 years of the programme, over 133 students participated and 95 (73%) completed pre- and post-programme surveys. Participants rated themselves significantly higher in all 3 domains of the cultural awareness survey after completion of the programme. Conclusions, The opportunity for medical students to work with refugees in the provision of health care presents many opportunities for students, including lessons in communication, and scope to learn about other cultures and practise basic health care skills. An important issue to consider is the power differential between those working in medicine and patients who are refugees. To avoid reinforcing stereotypes, medical programmes and medical school curricula can incorporate efforts to promote reflection on provider attitudes, beliefs and biases. [source] The Water Poverty Index: Development and application at the community scaleNATURAL RESOURCES FORUM, Issue 3 2003C.A. Sullivan The article details the development and uses of the water poverty index (WPI). The index was developed as a holistic tool to measure water stress at the household and community levels, designed to aid national decision makers, at community and central government level, as well as donor agencies, to determine priority needs for interventions in the water sector. The index combines into a single number a cluster of data directly and indirectly relevant to water stress. Subcomponents of the index include measures of: access to water; water quantity, quality and variability; water uses (domestic, food, productive purposes); capacity for water management; and environmental aspects. The WPI methodology was developed through pilot projects in South Africa, Tanzania and Sri Lanka and involved intensive participation and consultation with all stakeholders, including water users, politicians, water sector professionals, aid agency personnel and others. The article discusses approaches for the further implementation of the water poverty index, including the possibilities of acquiring the necessary data through existing national surveys or by establishing interdisciplinary water modules in school curricula. The article argues that the WPI fills the need for a simple, open and transparent tool, one that will appeal to politicians and decision makers, and at the same time can empower poor people to participate in the better targeting of water sector interventions and development budgets in general. [source] Study of Gerontological Nursing CurriculumNURSING & HEALTH SCIENCES, Issue 3 2002S.J. Chon The purpose of this study was: (i) to survey the present status of the gerontological nursing course in 3-year diploma programs, baccalaureate degree programs (BSN), and graduate programs in Korea; and (ii) to analyze the contents of the syllabus, credits, clinical practise, and gerontological nursing textbooks used within these programs, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Primary data were collected from all the nursing programs in Korea, from November 2000 to February 2001, by way of mail and fax. Data on the detailed contents of the gerontological nursing curriculum were collected from those programs that had a gerontological nursing course. The results of the study revealed that 36 diploma programs (58%), 40 BSN (80%), and 17 graduate programs (63%) offered gerontological nursing courses. The credits of the gerontological nursing course offered, by program, were found to be: one credit (10 diploma programs, eight BSN programs), two credits (22 diploma programs, 29 BSN programs) and three credits (one BSN program). The gerontological nursing courses were found to be taught mostly by adult health nursing professors. The contents of gerontological nursing curricula were analyzed by comparison with the core curriculum of NGNA. The majority of the nursing schools were found to include the following: gerontological nursing in general; theory of aging; aging processes; care plan options; and common health problems. Legal/ethical issues; evaluation; regulatory and reimbursement issues; education issues; nursing research in gerontology; and environment issues of older adults were not covered in most of the programs. Differences were noted between ADN, BSN, and graduate school curricula. However, similar curriculum contents were found among the undergraduate programs, suggesting that these curricula used gerontological nursing textbooks as references. [source] Basic Emergency Medicine Skills Workshop as the Introduction to the Medical School Clinical Skills CurriculumACADEMIC EMERGENCY MEDICINE, Issue 2009Wallace Carter Introduction:,Most medical school curricula lack training in basic skills needed in a medical emergency. After the September 11th, 2001 terrorist attacks, junior level medical students at our institution volunteered their time in the emergency department[ or at Ground Zero. They quickly realized they had little or no practical training for an emergency situation. Objectives:,To correct this curriculum deficit, a five hour basic emergency medicine skills / first responder course for students in their first few weeks of medical school was designed. Methods:,The course consists of lectures followed by related skills stations. Lectures include an introduction to the first responder concept, basic airway, breathing, and circulation management, and a rapid, systematic approach to common emergencies. Skills stations teach basic airway management, bag valve mask ventilation, splinting and immobilizing, and moving patients in the field, stressing improvisation. Multiple skills are practiced in a final simulation station using actors with wound moulage and scripted scenarios. Results:,This course, instituted at Weill Cornell Medical School in 2002, has become a mainstay of the first year curriculum. Student evaluations have been uniformly superlative. There is strong student sentiment that this is the most practical course of the first year. Conclusion:,After six years of experience, we have shown it is possible to present a truncated first responder course as part of the first year curriculum. The course generates tremendous interest and awareness regarding emergency medicine. Future research will examine whether skills taught in this course are retained and can be correctly applied later in medical school. [source] Business students' perception of corporate social responsibility: the United States, China, and IndiaCORPORATE SOCIAL RESPONSIBILITY AND ENVIRONMENTAL MANAGEMENT, Issue 5 2010Alan Wong Abstract This study used a questionnaire to assess perceptive differences in corporate social responsibility among business students in the United States, China, and India. The study finds that American and Indian respondents attached more importance to the noneconomic aspects of social responsibility than Chinese respondents. Chinese students were more accepting of making facilitating payments to get things moving. Indian respondents placed more emphasis on philanthropy while the US group emphasized legal obligations. In the choice of business goals, there is generally little difference between the three nationality groups. The two main goals selected are taking care of owners' interests and consumers' needs. The study's findings have implications for business school curriculum, public policy, and multinational corporations. Copyright © 2009 John Wiley & Sons, Ltd and ERP Environment. [source] Students' evaluation of online course materials in Fixed Prosthodontics: a case studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2001Elizabeth S. Pilcher Purpose: The purpose of this study was to assess a new online course format for dental students. Preclinical Fixed Prosthodontics I is a didactic and laboratory course given in the first year of the dental school curriculum. In the spring semester of 1999, the didactic portion of the course was offered in a web-based format as a supplement to the traditional lecture format. Methods: The study population was 53 first year dental students at one school. The study design was a one group post test without a control group. The online questionnaire consisted of multiple choice questions, Leikert scale questions and open-ended questions. Data were collected using Filemaker Pro and analyzed using EpiInfo. Results: Student response rate was 96% (52/53). All of the students responded that they felt comfortable with their computer skills in utilizing this course format. Most (96%) responded that the online materials were either very helpful or helpful to them. About half, (54%) recommended that the online format be continued as a supplement to traditional lectures, while 28% recommended replacing traditional lectures with the new format in order to provide more laboratory time in the course. The syllabus, lecture materials, bulletin board and handouts were found to be the most helpful online features. The least helpful features were the listserve, decision tree, and e-mail options. Most frequently mentioned strengths of the online material were listed as 1) the ability to view material at their own pace and at a time convenient to them, 2) quality photographs in lecture materials and 3) online quizzes. Weaknesses of the course were ranked by students as 1) problems with access to the materials and the intranet system, 2) taking quizzes online and 3) difficulty in printing the web-based lecture materials. Conclusions: The delivery of web-based material as a course supplement in Fixed Prosthodontics I was determined to be an overall success. Fine tuning of problems with access to the materials took place throughout the course. The student feedback will help direct future development of web-based course materials in the dental school curriculum. [source] Teachers' Pedagogical Beliefs and the Standards for Foreign Language LearningFOREIGN LANGUAGE ANNALS, Issue 5 2002Article first published online: 9 SEP 2010, Linda Quinn Allen ABSTRACT: This study examined Midwestern foreign language teachers, (n = 613) responses to the Foreign Language Education Questionnaire (FLEQ) in order to determine the extent to which their beliefs are consistent with major constructs underlying the Standards for Foreign Language Learning in the 21st Century. Additionally, respondents rated their familiarity with the standards and provided background information that was used to identify factors that influence their beliefs. The purpose of this study was to provide direction for teacher education, in-service professional development, and future research. Analysis of the data suggests that the teachers believe that foreign language instruction should be delivered in the target language, available to all students, consonant with the "Weave of Curricular Elements," included in early elementary school curriculum, and within the coverage model. Generally, the teachers felt somewhat familiar with the standards. Factors that have an impact on their beliefs include urban versus rural location, membership in professional organizations, gender, percentage of teaching assignment in a foreign language, highest educational degree earned, and private versus public school. [source] Community Participatory Ecological Art and EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2009Young Imm Kang Song This paper presents a phenomenological case study on ecological artist Lynne Hull by investigating the connections between ecological art, nature, and education. The research examines Hull's ,positive gesture towards the Earth' as conceptualized in her work of creating habitats for wildlife (Hull, 2004, para 1). It illustrates how she seeks to inspire changes in human behaviour through her artwork in addition to developing action steps based on her works. Through an examination of Hull's work, the researcher explores how ecological art can inspire environmental education by presenting innovative ways of thinking about existing concepts. The paper discusses how educators can incorporate inquiries about ecological art into the school curriculum. Furthermore, it considers ways in which educators can adopt Hull's art-making processes and integrate these into the curriculum. It argues that educators can help students to interact with these artworks and develop their own creative processes in a meaningful way that involves art, aesthetics, and nature , all of which may raise students' consciousness about the environment in themselves and others. Ultimately, appreciating the elements of nature and their connection to the aesthetic can become a vehicle for raising awareness about broader [source] Forensic Dental Training in the Dental School CurriculumJOURNAL OF FORENSIC SCIENCES, Issue 3 2007Daniel C. Stoeckel D.D.S. ABSTRACT: This article reviews the literature regarding forensic education in the dental school curriculum and describes an exercise in forensic identification of victims of a mass casualty. Radiographs were made of dentate human cadavers in the gross anatomy laboratory at the Southern Illinois School of Dental Medicine. The jaws were then removed to provide "wet specimens" for the exercise. Several restorations were performed on the cadaver teeth, after which radiographs of the dissected jaws were made. One author wrote up mock dental records for each of the victims. These records included the first set or "premortem" radiographs. Students participating in the exercise were provided with a plane crash scenario, the dental records of the passengers on the manifest, the dissected jaws, and the second set or "postmortem" radiographs. Students were expected to form three teams. The first two teams evaluated the ante-mortem and postmortem dental records. The third team compared the ante-mortem and postmortem records to arrive at identification. The purpose of the exercise was twofold. It introduced dental students to forensic dentistry and emphasized the need for complete and accurate record keeping in the dental office. Several factors lessened the realism of the exercise and made it difficult to reproduce in the future. These included the uniformity of the dental records and the destruction of cadaver material following the exercise. [source] High school students' literacy practices and identities, and the figured world of schoolJOURNAL OF RESEARCH IN READING, Issue 3 2001Wendy Luttrell Conventional wisdom holds that American teenagers do not read or write , that they are a media-driven group who prefer movies, television and playing video games. Ethnographic data gathered in the High School Literacy Project, a study of four North Carolina high schools, showed a far different picture of teenage literacy. This paper reports on partial findings of the larger study and argues that students use their literacy practices to form their identities within, and sometimes in opposition to, the figured worlds of school, work and family. Many students look to school to provide formal literacy experiences, but find their reading and writing passions at odds with the demands of the school curriculum. [source] When Can We Expect the Unexpected?JOURNAL OF SOCIAL ISSUES, Issue 1 2008Predicting Educational Attainment When it Differs from Previous Expectations Individuals' expectations are strong predictors of their behaviors; educational expectations predict enrollment in postsecondary education. Yet in many cases, a youth's previous educational expectations are not met or are exceeded. This study examines correlates of educational expectations and unexpected educational attainment using longitudinal data from Monitoring the Future, a U.S. national study. Demographic characteristics, educational experiences in high school, and other risk and protective factors were related to expectations for educational attainment during high school. Logistic regressions indicated that high school curriculum, average grades, educational aspirations, and parents' educational level were particularly strong indicators of youth not meeting their expectation to graduate from a 4-year college, or graduating from college despite expecting not to graduate by age 25/26. We discuss the implications of unexpected pathways in terms of discontinuity during transitions and consider the implications for improved educational and career counseling during high school. [source] Developing Language Awareness Materials for Nonlinguists: Lessons Learned from the Do You Speak American?LINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 3 2007Curriculum Development Project Current work in linguistics is not well represented in the school curriculum in the USA, partly because of a mismatch with traditional foci in the K-12 (kindergarten through twelfth grade) standard course of studies and because there are very few materials for teaching about the nature of language and language variation. This article sketches the process of developing curricular materials to accompany the 3-hour video documentary, Do You Speak American? and suggests some of the decisions that must be made in developing materials for educational settings concerning scientific knowledge about language. [source] Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schoolsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2008Carolyn Webster-Stratton Background:, School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent,school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods:, This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents' involvement. Part of the curriculum involved promotion of lesson objectives through the teachers' continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results:, Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions:, These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. [source] RAS kite-marks free resourcesASTRONOMY & GEOPHYSICS, Issue 5 2007Article first published online: 20 SEP 200 As part of its Education Programme, writes Andrew Morrison, the RAS is setting up a database of free resources to support teachers in delivering the astronomy, space and geophysics sections of the school curriculum. [source] Student attitudes to surgical teaching in provincial hospitalsAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2003Martin H. Bruening ABSTRACT Objective:The ever-increasing pressure on metropolitan teaching hospitals to rationalise budgets and increase productivity has resulted in a dwindling amount of teaching opportunity for the medical student population. One solution to the problem was to utilise a largely untapped resource in South Australia, namely the provincial hospitals, however, student opinion regarding such a radical change had yet to be determined. Design:A questionnaire was circulated among an entire year group of medical students who would be undertaking the revised surgical curriculum with rural attachments. Setting:In October 1997, a decision was made by the Department of Surgery at the University of Adelaide to proceed with optional rural surgical attachments in 1998. Subjects:The survey was distributed to the 125 members of the 1997 fifth year medical student group. Results:A total of 92 questionnaires were returned giving a response rate of 75%. Thirty-nine students ranked a rural term in their top half of preferences, while a further 18 indicated that they would go to a rural centre if they had to. Conclusion:Despite having little warning of the impending changes to their surgical curriculum, the majority of students who responded to the questionnaire stated that they would be willing to venture to the country locations. Before planning significant changes to an established curriculum, the student group should be consulted to gauge their opinion. What is already known:Within the medical literature, studies have been performed with regard to student opinions regarding postgraduate internships in rural locations, but to our knowledge, this survey represents the first study into student opinion with particular reference to rural surgical attachments prior to their commencement within a medical school curriculum. What this study adds:As a result of this study, it can now be concluded that a considerable amount of interest exists within the student population to undertake rural surgical rotations. [source] Teaching of biochemistry in medical schoolBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2008A well-trodden pathway? Abstract Biochemistry and molecular biology occupy a unique place in the medical school curriculum. They are frequently studied prior to medical school and are fundamental to the teaching of biomedical sciences in undergraduate medical education. These two circumstances, and the trend toward increased integration among the disciplines, have led to reconsideration of biochemistry instruction in many medical schools. We conducted a survey to explore the evolving trends in biochemistry education. A broad diversity was evident in parameters including course content, faculty, governance, prerequisites, and teaching methods. Notably, sharp differences were apparent between freestanding biochemistry courses and those in which biochemistry is integrated with other subjects. Furthermore, the data imply a likely trend toward increased integration of biochemistry with other disciplines in the medical school curriculum. [source] Business Ethics and Business History: Neglected Dimensions in Management EducationBRITISH JOURNAL OF MANAGEMENT, Issue 3 2002R. Warren This article highlights two large gaps in the business school curriculum: the neglect of historical and ethical dimensions. An overview is provided of progress made so far in the UK in the evolution of business history as an academic discipline; and also of the take,up of business ethics in university teaching. Both have had some success, but overall the response to these areas has been somewhat lacklustre , at least in the UK. A justification is provided for adding both components to a fully relevant business education. When the two are combined, the result can be a highly rewarding combination that provides insights that may not be possible for management writers, who work only in the present. Corporate ethics, the social responsibility of companies, disclosure, the environment, the actions of multinational companies overseas, the dilemmas of whistle,blowing, the impact of lobby groups and health and safety issues can all be understood more fully by students if they approach these subjects from an ethical and historical standpoint. [source] Educated for the 21st century?CHILDREN & SOCIETY, Issue 4 2000John Tomlinson Using cameos of children whose schooling spans the millennium and of teachers' attempts to foster their individuality and talents under pressures for conformity, we question whether the long-term educational interests of pupils are being fully served. We suggest that even for the secure and stable majority the school curriculum has serious shortcomings in limiting the freedom and creativity of teachers and in prioritising technicist over humane values. Moreover, the goal of social inclusion depends considerably on educational inclusiveness. We ask whether the depth of social and psychological disadvantage in Britain is within the capacity of the current system to correct. Copyright © 2000 John Wiley & Sons, Ltd. [source] An Alternative Path to Modernism: Carl König and Architectural Education at the Vienna Technische Hochschule, 1890,1913JOURNAL OF ARCHITECTURAL EDUCATION, Issue 1 2001Christopher Long Between 1890 and the outbreak of the First World War, the Vienna Technische Hochschule was among the leading training grounds for modern architects and designers in central Europe. This essay explores the school's curriculum and the role that its doyen, Carl König (1841,1915), played in the training of many of the region's modernists. By stressing such issues as construction, materials, and spatial planning rather than the search for a modern style, König, despite his own conservative approach to architectural design, provided crucial lessons for his students, many of whom were able to trace novel and widely divergent paths to modernism. [source] | |||||||||||||||||||||||||