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Educational Settings (educational + setting)
Selected AbstractsEmpty Citizenship: Protesting Politics in the Era of GlobalizationCULTURAL ANTHROPOLOGY, Issue 4 2005Ritty Lukose Globalization is often indexed by the rise of a consumerist ethos and the expansion of the market economy at the expense of state-centric formulations of politics and citizenship. This article explores the politics and practices of gendered democratic citizenship in an educational setting when that setting is newly reconfigured as a commodity under neoliberal privatization efforts. This entails an attention to discourses of consumption as they intersect postcolonial cultural-ideological political fields. Focusing on the contemporary trajectory among politicized male college students of a historically important masculinist "political public" in Kerala, India, the article tracks an explicit discourse of "politics"(rashtriyam). This enables an exploration of a struggle over the meaning of democratic citizenship that opposes a political public rooted in a tradition of anticolonial struggle and postcolonial nationalist politics to that of a "civic public," rooted in ideas about the freedom to consume through the logic of privatization. [source] 5.3 Global challenges in research and strategic planningEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2002Bruce J. Baum Health sciences research is experiencing dramatic progress. How can dental schools throughout the world best make these research advances relevant for dental students, as well as providing them with the means to assess and utilize the research advances that will occur in the future? This complex question presents a critical challenge to the dental educational community. Research is clearly integral to the mission of dental education. By providing dental students with active learning strategies, dental educators can inculcate the ability for independent scientific thinking and thereby develop reflective as well as technically competent practitioners. However, there is a shortage of well-trained individuals to fill faculty and research positions in certain parts of the world. Global networks for mutual information exchange are imperative to overcome resource limitations in individual institutions, as is dedicated funding for research in the dental educational setting. [source] Implementing a community intervention to reduce young people's risks for getting HIV: Unraveling the complexitiesJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 2 2004Maretha J. Visser The ineffectiveness of community-based interventions can often be traced to problems that occur during implementation. In this study, we outline the implementation of a human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) prevention program in an educational setting in South Africa. An action research approach was used in the implementation of the intervention and a process and outcome evaluation, integrating qualitative and quantitative research methods, was made. The research illustrated the various levels of interaction in the community and the complexity of the processes involved in the implementation of interventions to facilitate community change. Social ecological theory, systems theory, and the social constructional approach are used to clarify the complexities of the implementation of community interventions. © 2004 Wiley Periodicals, Inc. J Comm Psychol 32: 145,165, 2004. [source] The Implementation of an Electronic Performance Support System for Teachers: An Examination of Usage, Performance, and AttitudesPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2001Joi L. Moore ABSTRACT This study investigated how teachers used an electronic performance support system (EPSS) and whether the usage of this EPSS affected their work performance and attitudes toward computer technology. The findings suggested a framework for the implementation of an EPPS in an educational setting, specifically at a middle school. The data were collected through observations, questionnaires, anecdotal logs, database records, and interviews. Four middle school teachers used the EPSS primarily for completing student progress reports wherein the results indicated that the EPSS decreased the amount of time to perform this task. Computer usage, performance, and attitudes were affected by work responsibilities, accessibility to computers, the change agent, the technology support personnel, as well as the specific characteristics of the EPSS. The teachers' attitudes toward the EPSS and technology in general were affected by their performances when using the system, by interactions with the person responsible for technology support, and by the ability to customize the computer program to fit their needs. [source] Abusive Supervision in Advising Relationships: Investigating the Role of Social SupportAPPLIED PSYCHOLOGY, Issue 2 2009Elizabeth V. Hobman The present study examines the consequences of abusive supervision in an educational setting. The study contrasts the cross-domain stress-buffering hypothesis with the within-domain stress exacerbation hypothesis in examining the moderating role of advisor and team member support on the relationship between abusive supervision and student outcomes in student,advisor relationships. Using a temporal research design, results provided support for both hypotheses. In support of the stress exacerbation hypothesis, in the presence of high advisor support, there was a significant positive relationship between abusive supervision and anxiety, and a significant negative association between abusive supervision and psychological well-being. Consistent with the stress-buffering hypothesis, in the presence of high team member support, there was a negligible association between abusive supervision and satisfaction and anxiety. [source] The academic environment: the students' perspectiveEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008K. Divaris (nci) Abstract Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4,6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the ,students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The ,ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from ,class size', ,leisure time' and ,assessment procedures' to ,relations with peers and faculty', ,ethical climate' and ,extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between ,teaching' and ,learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement. [source] The impact and implications of virtual character expressiveness on learning and agent,learner interactionsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2009G. Veletsianos Abstract The possible benefits of agent expressiveness have been highlighted in previous literature; yet, the issue of verbal expressiveness has been left unexplored. I hypothesize that agent verbal expressiveness may improve the interaction between pedagogical agents and learners, ultimately enhancing learning outcomes. Evidence from a quasi-experimental investigation, indicates that learners who interacted with an expressive agent 1) scored higher on a post-task exam; and 2) rated the agent's ability to interact higher, than learners who interacted with a nonexpressive agent. Qualitative results provided insight into this finding, while indicating the complexity of deploying pedagogical agents in educational settings. [source] Interactive whiteboards: boon or bandwagon?JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2005A critical review of the literature Abstract This article reviews the literature concerning the introduction of interactive whiteboards (IWBs) in educational settings. It identifies common themes to emerge from a burgeoning and diverse literature, which includes reports and summaries available on the Internet. Although the literature reviewed is overwhelmingly positive about the impact and the potential of IWBs, it is primarily based on the views of teachers and pupils. There is insufficient evidence to identify the actual impact of such technologies upon learning either in terms of classroom interaction or upon attainment and achievement. This article examines this issue in light of varying conceptions of interactivity and research into the effects of learning with verbal and visual information. [source] Ethical control and cultural change (in cultural dreams begin organizational responsibilities)JOURNAL OF PUBLIC AFFAIRS, Issue 3 2010Slawomir Magala Ethical control is based on transparent access to the accounts of responsible behaviour on the part of individual and organizational actors. It is usually linked to the idea of a checkpoint: where celibate rules, no sexual interaction can be allowed. However, organizing and managing climates in professional bureaucracies have always led towards the empowerment of the operatives (regional bishops and local parish priests in the case of the Catholic Church). History of the church is repeated by corporate bureaucracies in the wake of the globalized and individualized multimedia communications, ushering in the era of hyper-connectivity and traceability of individual behaviour. From industrial camera records at the parking lot or building entrance to the Google analysis of surfing behaviour, all of us generate public confessions and see more private acts subjected to the public ethical clearings. Universities, like hospitals, airlines and armies before them, had to enter the game of cognitive and institutional conscience game with codes of conduct and other digital tablets with 10 or more commandments. What about the gravest capital and collective sins of our societies translated daily into millions of unethical behaviours? Inequalities and injustices usually circle around gender, race, poverty and nature. Charity begins in heart and mind, but requires cultural change and a humanist coefficient in educational and socializing interactions. Stock options of arts and humanities as the prime suppliers of applied ethical procedures in educational settings should/will go up. Copyright © 2010 John Wiley & Sons, Ltd. [source] The Legal Context of School Violence: The Effectiveness of Federal, State, and Local Law Enforcement Efforts to Reduce Gun Violence in SchoolsLAW & POLICY, Issue 3 2001Richard E. Redding In the wake of recent school shootings, communities and legislatures are searching for law enforcement solutions to the perceived epidemic of school violence. A variety of legal measures have been debated and proposed. These include: the enactment of tougher gun control laws and more vigorous federal and local enforcement of existing gun control laws; the enactment of laws imposing civil or criminal liability on parents for their children's violent behavior; the establishment of specialized courts and prosecution strategies for handling juveniles who are charged with weapons offenses; stricter enforcement of school disciplinary codes; reform of the Individuals with Disabilities Education Act to make it easier to expel students for weapons violations; and greater use of alternative schools as placements for students who are charged with weapons violations. This article provides a legal and empirical analysis of proposed legislation in these areas as informed by social science research on the patterns of school violence, gun acquisition by juveniles, and the effectiveness of various laws and law enforcement measures. It proposes and discusses recommendations for legal reform. While efforts to reduce school violence will be most effective at the state and local levels, the United States federal government has an important role to play, particularly in federal-state partnerships aimed at disrupting illegal gun markets, and through the formulation of national standards and guidelines. These standards and guidelines are for the enforcement of existing laws; inter-agency law enforcement cooperation and information-sharing (particularly using computer-based analysis); effective school discipline and alternative educational settings for disruptive youth; and psycho-educational interventions designed to detect and prevent school violence in the first place. [source] Using Media to Teach About LanguageLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 9 2010Jeffrey Reaser The number of documentaries being made about language has recently increased. Many of these have tremendous value in informal educational settings, but using them in classroom contexts in the United States often proves somewhat tricky. There are concerns about curricular fit, educational goals, potentially incendiary portrayals of topics, etc. High-stakes testing further reduces the likelihood that language-related documentaries will be used in schools, especially among populations who may benefit most from exposure to sociolinguistic perspectives. This article offers an evaluation of the usefulness of recent and older media in teaching about language in formal educational contexts. From this review emerges an incipient roadmap for adapting media so that it will be attractive to teachers and improve the likelihood that teachers will be successful incorporating said media in their classrooms. [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] Making sense of ethnography and medical educationMEDICAL EDUCATION, Issue 2 2005Paul Atkinson Objective, This paper aims to locate the ethnographic tradition in a socio-historical context. Method, In this paper we chart the history of the ethnographic tradition, explaining its roots and highlighting its value in enabling the ethnographic researcher to explore and make sense of the otherwise invisible aspects of cultural norms and practices. We discuss a number of studies that have provided detailed and context-sensitive accounts of the everyday life of medical schools, medical practitioners and medical students. We demonstrate how the methods of ethnographic fieldwork offer ,other ways of knowing' that can have a significant impact on medical education. Conclusions, The ethnographic research tradition in sociological and anthropological studies of educational settings is a significant one. Ethnographic research in higher education institutions is less common, but is itself a growing research strategy. [source] Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1MIND, BRAIN, AND EDUCATION, Issue 1 2009Kurt W. Fischer ABSTRACT, The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the "black box" of biological processes that underpin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students' learning and development. Cognitive science provides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoiding unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infrastructure by creating (a) research schools where practice and science jointly shape educational research, (b) shared databases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy. [source] Second Language Acquisition, Applied Linguistics, and the Teaching of Foreign LanguagesMODERN LANGUAGE JOURNAL, Issue 3 2000Claire Kramsch Given the current popularity of Second Language Acquisition (SLA) as a research base for the teaching and learning of foreign languages in educational settings, it is appropriate to examine the relationship of SLA to other relevant areas of inquiry, such as Foreign Language Education, Foreign Language Methodology, and Applied Linguistics. This article makes the argument that Applied Linguistics, as the interdisciplinary field that mediates between the theory and the practice of language acquisition and use, is the overarching field that includes SLA and SLA-related domains of research. Applied Linguistics brings to all levels of foreign language study not only the research done in SLA proper, but also the research in Stylistics, Language Socialization, and Critical Applied Linguistics that illuminates the teaching of a foreign language as sociocultural practice, as historical practice, and as social semiotic practice. [source] Using instructional logs to identify quality in educational settingsNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 121 2009Brian Rowan When attempting to identify educational settings that are most effective in improving student achievement, classroom process (that is, the way in which a teacher interacts with his or her students) is a key feature of interest. Unfortunately, high-quality assessment of the student-teacher interaction occurs all too infrequently, despite the critical role that understanding and measuring such processes can play in school improvement. This article discusses the strengths and weaknesses of two common approaches to studying these processes,direct classroom observation and annual surveys of teachers,and then describes the ways in which instructional logs can be used to overcome some of the limitations of these two approaches when gathering data on curriculum content and coverage. Classroom observations are expensive, require extensive training of raters to ensure consistency in the observations, and because of their expense generally cannot be conducted frequently enough to enable the researcher to generalize observational findings to the entire school year or illuminate the patterns of instructional change that occur across the school year. Annual surveys are less expensive but often suffer from self-report bias and the bias that occurs when teachers are asked to retrospectively report on their activities over the course of a single year. Instructional logs offer a valid, reliable, and relatively cost-effective alternative for collecting detailed information about classroom practice and can overcome some of the limitations of both observations and annual surveys. [source] Privileged position: preparing nurses to work in the communityNURSING INQUIRY, Issue 2 2001Clare Carberry Privileged position: preparing nurses to work in the community Nurses nurse, end of story, but is it? Is nursing any one thing? Nursing is many things and the positions that nurses occupy in any particular setting are multiple. In an educational project aimed at facilitating student learning, I set out to expose the multipositionality of community nursing and to acknowledge that discursive pressures shape and limit practice. A set of resources using story method was produced for use in educational settings. Story method was chosen as an emancipatory vehicle for learning. A worrisome question that arose from reflection on the project was that although the educational aim of the project was emancipatory, did the singularity of the professional voice offered through the stories sabotage that goal? [source] Facilitating professional identity in occupational therapy studentsOCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2003Moses N. Ikiugu PhD, OTR/L Assistant Professor of Occupational Therapy Abstract The purpose of this study was to explore how a graduate course in occupational therapy theory can help prepare students to develop a professional identity. Thirty students participated in the study. The course included content on the history of occupational therapy, models of practice and the social, philosophical, political and economic factors that impact on occupational therapy. The students were divided into groups of four or five where they discussed issues assigned by the instructor. An electronic blackboard was used to share the discussion with the class. Surveys of the students' opinions were used to collect data on what the students viewed as the strengths and weaknesses of the course. The students felt that the class discussions were the strongest part of the course. They felt that the course improved their critical thinking and problem solving significantly. It was concluded from the results that the course facilitated their professional identity through the connection made between theory and practice. There is a recognized need to explore the issue of developing a professional identity in occupational therapy students through courses integrating philosophical topics and clinical practice. Specifically, it is recommended that further research be carried out in educational settings with larger samples, using comparison groups and other methodologies to evaluate the issue of facilitating professional identity in occupational therapy students. Copyright © 2003 Whurr Publishers Ltd. [source] The use of generalizability theory to estimate data reliability in single-subject observational researchPSYCHOLOGY IN THE SCHOOLS, Issue 5 2007Pui-Wa Lei Direct observation of behaviors is a data collection method customarily used in clinical and educational settings. Repeated measures and small samples are inherent characteristics of observational studies that pose challenges to the numerical estimation of reliability for observational data. In this article, we review some debates about the use of Generalizability Theory in estimating reliability of single-subject observational data. We propose that it could be used but under a clearly stated set of conditions. The conceptualization of facets and object of measurement for a common design of observational research is elucidated under a different light. We provide two numerical examples to illustrate the ideas. Limitations of using Generalizability Theory to estimate reliability of observational data are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 433,439, 2007. [source] Multifaceted functional behavior assessment for students with externalizing behavior disordersPSYCHOLOGY IN THE SCHOOLS, Issue 2 2002Daniel E. Olympia Recent federal mandates have increased interest in the use of functional behavior assessment as a necessary part of initial and ongoing work with students with externalizing behavior disorders. A multifaceted approach to functional behavior assessment provides a comprehensive assessment of both behavioral excesses and deficits commonly found in externalizing behavior disorders and also provides for the linkage of assessment information to educational interventions that can be implemented and monitored in educational settings for students with behavior disorders. The authors, using a variety of empirically derived methods, describe specific components of a multifaceted approach to functional behavior assessment in the context of the widely accepted behavioral excess/deficit model for students with externalizing behavior disorders. Empirically derived and validated methodologies (i.e., indirect data collection and analysis, direct observation and recording of behavior, and use of probes to establish baseline rates and measure impacts of intervention) are described. Technology-assisted data collection and analysis using computer-assisted functional behavior assessment interviews and direct observation of behavior using personal digital assistant (PDA) based software are also presented as a means to improve efficiency and reduce time needed to conduct adequate functional behavior assessments. Specific strategies to address academic skill and performance deficits as well as social skills deficiencies in the context of a multifaceted functional behavior assessment are also presented for students with externalizing behavior disorders. © 2002 Wiley Periodicals, Inc. [source] Assessment of the practicing physician: Challenges and opportunitiesTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue S1 2008Eric S. Holmboe MDArticle first published online: 4 DEC 200 Abstract Despite spending a substantial amount of time in structured educational settings during early medical training, most physicians will spend the majority of their career in clinical practice. In the clinical practice setting, physicians become responsible for determining and implementing their own educational program in order to maintain, at a minimum, competence. Pressure to change the nature of continuing medical education (CME) parallels pressure from patients, payers, and policymakers to hold individual physicians more accountable for the care they provide. How can these two forces be brought together more deliberately and effectively? Comprehensive physician assessment provides such an opportunity with the potential to benefit all parties involved in health care, especially patients and physicians. Many assessment methods and tools exist today that can facilitate the integration of CME and quality. Using a multifaceted physician-level performance assessment system has substantial potential to align the public's need and desire to ensure their physician is competent, at a minimum, with providing the physician with meaningful, actionable information and data to improve performance and engage in transformative learning. CME programs need to incorporate more robust assessment as part of the learning activity to facilitate improvements in health care more directly. [source] The relationship between motivation, learning strategies and choice of environment whether traditional or including an online componentBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2010Karen Clayton This study examined how students' achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effort while learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students' motivation for learning in diverse educational settings. [source] | ||||||||||||||||||||||