Journal articles: '970113 Expanding Knowledge in Education'

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Belitski, Maksim, and Keith Heron. "Expanding entrepreneurship education ecosystems." Journal of Management Development 36, no. 2 (March 6, 2017): 163–77. http://dx.doi.org/10.1108/jmd-06-2016-0121.

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Purpose The creation of start-ups using knowledge provided by universities has been identified as an important source of knowledge spillover and regional economic development. Entrepreneurship ecosystems in education have become the most important and efficient mechanism of business community engagement and knowledge transfer within university-industry-government framework creating value to society and regional economy. The paper aims to discuss these issues. Design/methodology/approach This study undertakes in-depth synthesis of eclectic literature on entrepreneurship ecosystems and knowledge spillover of entrepreneurship, examining the critical success factors and enablers of entrepreneurship ecosystems in education. Findings This study proposes entrepreneurship education ecosystems as an alternative unit of analysis when it comes to considering the role of university-industry-government collaboration in knowledge commercialization. The authors recommend key entrepreneurship education ecosystem enablers for knowledge commercialization and engagement with entrepreneurial communities. Originality/value The authors propose a framework for the creation of an entrepreneurship education ecosystem as a unit of analysis when considering the role of university-industry-government collaboration. It requires different approaches to teaching, research and business outreach, some of which have not yet been discovered or yet need to be created.

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Lewis, B. E. "Expanding medicineʼs knowledge base." Academic Medicine 68, no. 11 (November 1993): 841. http://dx.doi.org/10.1097/00001888-199311000-00006.

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Schrag, Francis. "On Teacher Knowledge - Expanding the Dialogue." Educational Theory 39, no. 3 (June 1989): 269–70. http://dx.doi.org/10.1111/j.1741-5446.1989.00269.x.

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Badgett, Robert G., and Samuel Ofei-Dodoo. "Expanding Our Knowledge of Faculty Well-Being." Academic Medicine 94, no. 4 (April 2019): 456. http://dx.doi.org/10.1097/acm.0000000000002575.

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Gupta, Ramesh K. "The MTT-S Education Committee-Expanding Knowledge for Future Generations [Education News]." IEEE Microwave Magazine 17, no. 9 (September 2016): 110–13. http://dx.doi.org/10.1109/mmm.2016.2580422.

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Wilson, Nance S. "Teachers expanding pedagogical content knowledge: learning about formative assessment together." Journal of In-Service Education 34, no. 3 (September 2008): 283–98. http://dx.doi.org/10.1080/13674580802003540.

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Dogancay-Aktuna, Seran. "Expanding the Socio-Cultural Knowledge Base of TESOL Teacher Education." Language, Culture and Curriculum 19, no. 3 (December 2006): 278–95. http://dx.doi.org/10.1080/07908310608668768.

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Long, Theodore, Krisda H. Chaiyachati, Ali Khan, Trishul Siddharthan, Emily Meyer, and Rebecca Brienza. "Expanding Health Policy and Advocacy Education for Graduate Trainees." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 547–50. http://dx.doi.org/10.4300/jgme-d-13-00363.1.

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Abstract Background Education in health policy and advocacy is recognized as an important component of health professional training. To date, curricula have only been assessed at the medical school level. Objective We sought to address the gap in these curricula for residents and other health professionals in primary care. Innovation We created a health policy and advocacy curriculum for the VA Connecticut Healthcare System, Center of Excellence in Primary Care Education, an interprofessional, ambulatory-based, training program that includes internal medicine residents, nurse practitioner fellows, health psychology fellows, and pharmacy residents. The policy module focuses on health care finance and delivery, and the advocacy module emphasizes negotiation skills and opinion-based writing. Trainee attitudes were surveyed before and after the course, and using the Wilcoxon signed rank test, relative change was determined. Knowledge acquisition was evaluated with precourse and postcourse examinations using a paired sample t test. Results From July 2011 through June 2013, 16 trainees completed the course. In the postcourse survey, trainees demonstrated improved comfort with understanding health law and the American health care system (Likert mean increased from 2.1 to 3.0, P = .01), as well as with associated advocacy skills (Likert mean increased from 2.0 to 2.9, P = .04). Knowledge-based test scores also showed significant improvement (increasing from 55% to 78% correct, P ≤ .001). Conclusions Our curriculum integrating core health policy knowledge with advocacy skills represents a novel approach in postgraduate health professional education and resulted in sustained improvement in knowledge and comfort with health policy and advocacy.

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Bengoechea, Enrique García. "Integrating Knowledge and Expanding Horizons in Developmental Sport Psychology: A'Bioecological Perspective." Quest 54, no. 1 (February 2002): 1–20. http://dx.doi.org/10.1080/00336297.2002.10491763.

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ADELMAN, CLIFFORD. "The US Response to Bologna: expanding knowledge, first steps of convergence." European Journal of Education 45, no. 4 (November 23, 2010): 612–23. http://dx.doi.org/10.1111/j.1465-3435.2010.01448.x.

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Rogers, Margaret A., Shannon Lizer, Andrea Doughty, Beth Hayden, and Colleen J. Klein. "Expanding RN Scope of Knowledge—Genetics/Genomics." Journal for Nurses in Professional Development 33, no. 2 (2017): 56–63. http://dx.doi.org/10.1097/nnd.0000000000000340.

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Shan, Hongxia. "Knowledge ‘transfer’ as sociocultural and sociomaterial practice: Immigrants expanding engineering practices in Canada." European Journal for Research on the Education and Learning of Adults 11, no. 3 (August 20, 2020): 1–15. http://dx.doi.org/10.3384/rela.2000-7426.ojs1476.

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Chuang, Elizabeth. "Expanding Medical Student and Resident Knowledge of Health Economics, Policy, and Management." Academic Medicine 86, no. 11 (November 2011): e1. http://dx.doi.org/10.1097/acm.0b013e318231e122.

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Čučaković, Aleksandar, and Biljana Jović. "Constructive geometry education by contemporary technologies." SAJ - Serbian Architectural Journal 3, no. 3 (2011): 164–83. http://dx.doi.org/10.5937/saj1102164c.

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Contemporary technological development (CAD/CAM/CAE, VR, AR, MR) made conventional methods of Descriptive and Constructive Geometry uncompleted. Application and use of new technologies in Constructive geometry requires educational process with the aim to have complete knowledge of all fields that belong to this area. The aspect and results research shows that knowledge acquired in this way by using new technology, develops students' skills that are very important in senior years of studies, particularly in the field of engineering design. Interactive dynamic 3D geometry could not be achieved by conventional ways of studying. The use of modern technology should enable expanding the fields of research as well as preservation of the theoretical knowledge of descriptive geometry.

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Ho, Bach Quang, and Yuki Inoue. "Driving Network Externalities in Education for Sustainable Development." Sustainability 12, no. 20 (October 15, 2020): 8539. http://dx.doi.org/10.3390/su12208539.

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Solving important social problems and promoting sustainable development requires solutions involving multiple stakeholders. Nevertheless, previous social marketing studies were limited to individual behavioral changes and lacked a perspective to involve surrounding stakeholders. This study focused on education for sustainable development (ESD) on a field trip and clarified the factors that promote students’ knowledge diffusion from the viewpoint of network externalities. A questionnaire was distributed, and responses from 1950 high school students were collected. This study used factor analysis to unveil the factors related to students’ features and field trip experiences and clarified how these factors promote driving network externalities and expanding the network through regression analysis. The findings indicated that the experiential value obtained from visiting a site with actual social problems has a large positive effect on driving network externalities and expanding the network. Therefore, encouraging driving network externalities and expanding networks by providing ESD on a field trip can contribute to solve social problems and achieve sustainable development.

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Šorgo, Andrej, and Rebeka Šiling. "Fragmented Knowledge and Missing Connections between Knowledge from Different Hierarchical Organisational Levels of Reproduction among Adolescents and Young Adults." Center for Educational Policy Studies Journal 7, no. 1 (March 31, 2017): 69–91. http://dx.doi.org/10.26529/cepsj.15.

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Based on the responses of our sample (N = 310) of adolescents and young adults from Slovenia (students of secondary and tertiary schools, university students) to a number of tasks covering reproduction, from the molecular to organismal levels, it can be concluded that their knowledge is seriously flawed. Correlations of knowledge between individual tasks are low, or even negative, showing patchiness and missed connections between different aspects of reproduction. Our study confirms the well-known difficulties in building a consistent body of knowledge on the genetic–inheritance axis while expanding it to the anatomy and physiology of reproduction. It is crucial to stress the quality of elementary school biology, and science (biology) courses in secondary schools because, for most people, this will be the last formal contact with some important topics that could influence their life decisions.

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Sansyzbaeva, G. S., and K. T. Mukhamadi. "The role of modern information technologies in improving the quality of education." Язык и текст 6, no. 1 (2019): 80–84. http://dx.doi.org/10.17759/langt.2019060114.

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The article considers the role and importance of new technologies, including information technologies, in increasing students' interest in learning, motivation, expanding their knowledge and improving the quality of their education in the modern information society.

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Washburn, Erin K., and Candace A. Mulcahy. "Expanding Preservice Teachers' Knowledge of the English Language: Recommendations for Teacher Educators." Reading & Writing Quarterly 30, no. 4 (June 18, 2014): 328–47. http://dx.doi.org/10.1080/10573569.2013.819180.

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Krahenbuhl, Kevin S. "The problem with the expanding horizons model for history curricula." Phi Delta Kappan 100, no. 6 (February 25, 2019): 20–26. http://dx.doi.org/10.1177/0031721719834024.

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The history curriculum in the United States, particularly in the elementary grades, has long been in need of a revamp, argues Kevin Krahenbuhl. The predominant model of history education, expanding horizons (EH), which begins with students’ local communities and expands outward, is built on incorrect assumptions about what young people are able to understand. In addition, the child-centered nature of the EH approach can lead to “presentism,” in which the past is evaluated in terms of present-day understandings. The focus on skills over content in EH also denies the extent to which growth in historical skill requires content knowledge. Krahenbuhl proposes an expertise-oriented approach that includes specific content and practices and a broad and deep examination of content.

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Suzuki, Shin'ichi. "Roles of Comparative Education Revisited: Tasks and Prospects." Policy Futures in Education 1, no. 2 (June 2003): 234–47. http://dx.doi.org/10.2304/pfie.2003.1.2.4.

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This article relates to an international workshop on comparative education at the Catholic University of Leuven, Belgium, in October 2002. The workshop was prepared, organized and managed by Shenyang Normal University, China and KUL. The main theme was Comparative Education between East Asia and Western Europe, and most participants from Western Europe showed a keen interest in the relationship between globalization and the newly emerging ethno-centered nationalism. On the other hand, most Chinese delegates from Shenyang, an expanding city in the northeast of China, were concerned with the urgent tasks of development of quality education and some crucial issues thereof, such as teacher education innovation, examination reforms, curriculum development, lifelong learning and so forth. What was common to all participants was an increasing interest in the expanding knowledge society as a whole.

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Pellicer-Sánchez, Ana. "Expanding English Vocabulary Knowledge through Reading: Insights from Eye-tracking Studies." RELC Journal 51, no. 1 (April 2020): 134–46. http://dx.doi.org/10.1177/0033688220906904.

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Students in academic contexts are expected to engage with large amounts of reading and they frequently meet unknown words and phrases in those reading materials. Previous research has shown that second and foreign language learners can acquire some of the unknown vocabulary that they encounter during reading. However, these previous findings were mainly based on scores in off-line, post-reading tests and thus, our understanding of the cognitive processes involved during learning from reading has been rather limited. Technological advancements have made it easier for researchers to explore learners’ online processing behaviour. One of such advancements is eye-tracking, which provides a rich record of online reading behaviour. The last decade has witnessed an unprecedented increase in the number of eye-tracking studies conducted in second/foreign language learning research, with a particular focus on vocabulary learning from reading. This article illustrates how the use of eye-tracking has helped researchers gain a better understanding of the process of vocabulary learning from reading and of the relationship between eye-movements and performance measures. This article discusses recent research findings and identifies directions for future research.

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Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha, and Emily Machado. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 188–203. http://dx.doi.org/10.1108/etpc-11-2018-0114.

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Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues. Research limitations/implications Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies. Practical implications Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies. Originality/value Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.

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Nidhi Tiwari. "Indian Higher Education Policy, Practice and Economics." Social Science Journal for Advanced Research 2, no. 4 (July 30, 2022): 1–3. http://dx.doi.org/10.54741/ssjar.2.4.1.

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Education has a significant impact on economic growth since it boosts productivity and hence raises the country's gross domestic product. Higher education is becoming increasingly important in policymaking because of the growing value of knowledge in the growth process. Through its research and development (R&D) operations, higher education plays a significant role in the creation of new knowledge and in the utilisation of knowledge that has been developed elsewhere. In many countries, governments and individuals/households have been expanding their investments in higher education, which has resulted in massification and eventually universalization of higher education. However, the most difficult task is to keep the country competitive while still providing an inexpensive and high-quality education to people from all walks of life. As a result of the affordability issue, the public sector plays an increasingly important role in funding postsecondary education.

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Fuller, Steve. "Can Universities Solve the Problem of Knowledge in Society without Succumbing to the Knowledge Society?" Policy Futures in Education 1, no. 1 (March 2003): 106–24. http://dx.doi.org/10.2304/pfie.2003.1.1.2.

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This article attempts to answer the knowledge management jibe that universities are ‘dumb organisations’ in need of restructuring or, worse, dissolution. In its place, the author proposes that the university is the original entrepreneurial organisation, one designed to engage in the ‘creative destruction of social capital’. Creation occurs as research gains one temporary advantage, while destruction occurs in teaching, which removes that advantage. However, this cycle is currently subject to severe disruption by such signature trends of our so-called knowledge society as credentials inflation and expanding intellectual property regimes. Contrary to the name ‘knowledge society’, knowledge functions more as a principle of social stratification or a source of capital development, but not a form of inquiry. Epistemology thus becomes what the author calls ‘phlogistemology’. This problem is diagnosed in terms of the emergence of ‘capitalism of the third order’. The author then shows how the welfare state temporarily reversed this tendency by institutionalising the university as a public good. However, with the decline of the welfare state, academic knowledge has now reverted to the status of a positional good. The author observes that the ultimate source of the university's identity crisis is the theory of value shared by the welfare state and contemporary neo-liberalism, both of which regard the university as a glorified short-term, client-centred service provider. In response, the author explores the consequences of taking seriously the idea that the university was one of the original chartered corporations, funded mainly by the alumni's lifelong financial commitment, not student fees or graduate taxes.

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Derrington, Mary Lynne, and Lezli S. Anderson. "Expanding the role of teacher leaders: Professional learning for policy advocacy." education policy analysis archives 28 (April 27, 2020): 68. http://dx.doi.org/10.14507/epaa.28.4850.

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Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy’s classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.

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Porchet-Munro, Susan. "Music Therapy Perspectives in Palliative Care Education." Journal of Palliative Care 9, no. 4 (December 1993): 39–42. http://dx.doi.org/10.1177/082585979300900410.

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Major strides have been made in expanding the content of professional education in palliative care to include a focus on attitudes which nurture compassionate care as well as on knowledge and skills. However, accessing the emotional spheres — for instance the fear and helplessness of caregivers — remains a challenge. The inclusion of music therapy techniques as a teaching modality, with an emphasis on emotional experience and nonverbal expression, is suggested to address the latter and to enhance affective growth and learning.

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Wiener, R. Constance, and Alcinda Trickett Shockey. "Needs assessment for emerging oral microbiome knowledge in dental hygiene education." Journal of Epidemiological Research 1, no. 1 (July 14, 2015): 1. http://dx.doi.org/10.5430/jer.v1n1p1.

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The curricula of dental hygiene education reflect the knowledge gained through research and clinical advances. Emergingknowledge is often complex and tentative. The purpose of this study is to assess dental hygiene students’ confidence in theirknowledge about the oral microbiome and to conduct a knowledge needs assessment for expanding their exposure to emergingknowledge about the oral microbiome. Sixty dental hygiene students were surveyed, using a Likert-type scale about theirconfidence and about current and emerging bacteriological research. The majority of students (60%) reported being confident intheir knowledge. The mean score for the ten items was 35.2% (standard deviation, 20.6%). The results of this study indicate aneed for emphasis on emerging oral microbiome research in dental hygiene education. This is important so that dental hygienestudents can properly share information with their patients about advances in dental care.

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Wagner, Meike. "Expanding the Canon, Creating Alternative Knowledge, Marketing the Field? Performance Practices in Theatre Studies." Nordic Theatre Studies 28, no. 1 (June 22, 2016): 4. http://dx.doi.org/10.7146/nts.v28i1.23968.

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Departing from examples of German theatre study programs (University of Giessen, University of Hildesheim, University of Bochum), which include performance practice, my contribution discusses specific roles and functions of practical experience in the academic context. I will present and discuss three discursive fields in relation to performance practice as part of academic education: 1) Performance practice as a way of taking a political stance with the aim of changing academic education and to promote alternative forms of theatre. 2) Performance practice as a marketable good within humanities to promote study programs. 3) Performance practice as a means of acquiring alternative knowledge for theatre education and research.

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Clothey, Rebecca. "Opportunities and Obstacles: Technology’s Potential for Expanding Access to Higher Education." Excellence in Higher Education 2, no. 1 (December 15, 2011): 51–58. http://dx.doi.org/10.5195/ehe.2011.29.

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Innovative technologies have forever impacted the field of education by connecting any topic in any discipline to any learner in any place. This new reality provides vastly expanded possibilities for international collaboration, knowledge building, sharing of best practices, and new ways to teach, both within the classroom and without. Nevertheless, even as new modes of providing education proliferate, the digital divide also grows, making technology solutions for expanding access a continuing issue of debate. This article looks at trends and challenges for expanding access to higher education via technology. Specifically it will address how the role of infrastructure, fiscal restraints, and culture relate to differences in accessibility and the application of technology in higher education. Through an overview of current use of technologies in differing educational contexts, the article analyzes some examples that either support or oppose the idea of promoting technology as an effective tool for facilitating equality of access.

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Walshok, Mary Lindenstein. "Expanding Roles for US Research Universities in Economic Development." Industry and Higher Education 10, no. 3 (June 1996): 142–50. http://dx.doi.org/10.1177/095042229601000302.

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In the USA, the responsibility for the development of new knowledge and the provision of advanced education and knowledge has remained very predominantly with the research universities. The author argues that it is important to recognize the value of basic science research and of social science studies which do not have an identifiable short-term application — studies in Serbo—Croat language and culture, for example, were of little tangible value in the 1970s but their existence and continuation have been more than justified in recent years. In this context, recognizing the central importance of knowledge in social and economic development and the universities as the main centres for this essential resource, the author examines how the research universities can best supply ‘knowledge linkages' and contribute to regional economic development, in terms of specific approaches and actions. While technology transfer programmes, science parks and applied degrees are all needed, universities have also to reaffirm the significance of their basic research and liberal arts programmes and at the same time to establish and develop linkages between a variety of academic programmes and a variety of constituencies within their regional communities.

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Nikolaidou, Zoe, and Theres Bellander. "Health literacy as knowledge construction: Learning about health by expanding objects and crossing boundaries in networked activities." Learning, Culture and Social Interaction 24 (March 2020): 100256. http://dx.doi.org/10.1016/j.lcsi.2018.11.003.

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Juhasz, Alexandra, and Jennifer McCoy. "Re-energizing VHS Collections, Expanding Knowledge: A Conversation about VHS Archives." KULA: Knowledge Creation, Dissemination, and Preservation Studies 2 (November 29, 2018): 21. http://dx.doi.org/10.5334/kula.24.

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Scholars, activists, researchers, and artists of a certain age and inclination are burdened with a soon-to-be-obsolete but always-beloved, carefully tended but perhaps recently quieted collection that most likely sits on an office shelf gaining dust: their VHS Archive. Not a personal collection, but a professional one of continuing or even growing value if not usability, this archive has been lovingly built and used, probably over decades, for teaching and research and in support of the movements and issues that have mattered most to the collector. With the help of an Open Education Resources grant from CUNY we built an online teaching resource for a graduate course that would focus on just twelve of these tapes. We hope that the course and its lasting website asks, and will offer some answers about, best practices for reactivating knowledge that might be endangered due to medium obsolescence, and other broader cultural factors of forgetting.

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Worst, Michelle Arielle, Emily Sherene Van Laar, Mindy Tanzola, Michael C. Heinrich, and Victor Manuel Villalobos. "Understanding the expanding armamentarium for GIST: Engaged learning outcomes." Journal of Clinical Oncology 38, no. 4_suppl (February 1, 2020): 837. http://dx.doi.org/10.1200/jco.2020.38.4_suppl.837.

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837 Background: Gastrointestinal stromal tumors (GIST) are rare soft-tissue sarcomas that harbor specific genomic alterations, making GIST an ideal model for targeted therapy. Common oncogenic drivers include mutations in the KIT and PDGFR tyrosine kinase. Due to varying resistance patterns to existing TKIs, clinicians are challenged to stay current with new data and how best to integrate new agents into treatment paradigms. The objective of this study was to assess the changes in oncologists’ and gastroenterologists’ knowledge, competence, and confidence through participation in education regarding optimal GIST treatment. Methods: The educational activity consisted of a 30-minute online, 2 faculty, video discussion with synchronized slides. Educational effect was assessed with a repeated pairs pre-/post-assessment study with a 3-item, multiple choice, knowledge/competence questionnaire and one confidence assessment question. For all questions, each participant served as his/her own control. Pre- and post-assessment scores were compared to determine the relative changes in the proportion of correct responses. A chi-square test assessed statistical significance at the P < 0.05 level. The activity launched 25th June 2019; data were collected until 19th August 2019. Results: Overall significant improvements were seen after education for oncologists (N=52, P < 0.001) and gastroenterologists (N=127, P < 0.01). The relative improvement was 79% for oncologists and 44% for gastroenterologists (pre-/post-assessment average correct response rates were 24%/43% and 23%/33%, respectively). Following the activity, 44% of oncologists and 37% of gastroenterologists were more confident in their ability to select appropriate therapy for patients with metastatic GIST. Conclusions: Participation in an online, 30-minute video discussion CME intervention resulted in statistically significant improvements in knowledge, competence, and confidence of oncologists and gastroenterologists, that may lead to improvements in clinical care. As new data and agents emerge, new educational activities are necessary to reinforce knowledge, close persistent gaps, and increase oncologists’ confidence in this clinical setting.

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Dmytrenko, Kateryna, Olena Kapustina, Aryna Kharkivska, Kateryna Korsikova, Olha Molchaniuk, and Oksana Onypchenko. "Determination of conditions for motivating the development of key competencies of higher education students." LAPLAGE EM REVISTA 7, no. 3A (September 7, 2021): 361–69. http://dx.doi.org/10.24115/s2446-6220202173a1415p.361-369.

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The article defines the concept of "competence", which allows discussing the academic culture model as a set of educational competencies. As key competencies are not only a system of knowledge, skills and attitudes, but the ability to apply them in a specific situation to solve everyday problems effectively. In the process of professional development in higher education, how competencies are designed from the objectives of the courses, expanding the personal and social experience in the area of knowledge and beyond. It is concluded that the conditions for the development of competencies should not be well used, since they are provocations from the field of knowledge.

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Marrast, Lyndonna M., Christine Chim, Jack Tocco, Daniel J. Coletti, Christian Nouryan, Lauren Block, and Johanna Martinez. "Expanding Knowledge and Changing Attitudes About Poverty: An Interactive, Interprofessional Approach." Journal of Primary Care & Community Health 13 (January 2022): 215013192210794. http://dx.doi.org/10.1177/21501319221079446.

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Background: Poverty negatively affects the lives and health of the poor. However, health professionals often have limited personal experience and receive little formal education on surviving under conditions of poverty in the United States, which may contribute to suboptimal patient care and outcomes. Purpose: We conducted a 3-h, interactive, experiential poverty simulation workshop with an interprofessional group of pre-professional health students to increase their comprehension about the realities of poverty. Method: As part of the evaluation, participants completed a self-assessment of their attitudes and skills using a Likert scale and open-ended questions; a reflection prompt about how the workshop might affect their professional practice; and a pre- and post-assessment questionnaire. Discussion: Participants’ attitudes about low-income patients became more favorable; they gained awareness and expressed empathy through the role-play experience. Our analysis revealed increased understanding of social determinants of health, of life challenges that patients face outside of healthcare, and that solutions must be collaborative as the challenges facing poor patients are multifactorial. Conclusion: The workshop allowed interprofessional students to learn from and with each other about the experiences of poor patients. Future sessions should emphasize interprofessional skill-building and action, potentially in virtual formats.

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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.

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Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.

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Azeem, Muhammad, Munir Ahmed, Sajid Haider, and Muhammad Sajjad. "Expanding competitive advantage through organizational culture, knowledge sharing and organizational innovation." Technology in Society 66 (August 2021): 101635. http://dx.doi.org/10.1016/j.techsoc.2021.101635.

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Near, Joseph A., and Bruce J. Martin. "Expanding course goals beyond disciplinary boundaries: physiology education in an undergraduate course on psychoactive drugs." Advances in Physiology Education 31, no. 2 (June 2007): 161–66. http://dx.doi.org/10.1152/advan.00058.2005.

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The topic of psychoactive drugs is one of inherent interest to college students. We used this insight to design and implement a multidisciplinary undergraduate course with psychoactive drugs as the central theme. The Medical Science of Psychoactive Drugs examines the biological mechanisms underlying all major effects of psychoactive drugs, including the effects on the brain and other organs and tissues. Physiological principles, molecular mechanisms, and genetic factors involved in drug-induced therapeutic and adverse effects are emphasized. The course is open to undergraduate students at all levels and carries no prerequisites, and enrollment is limited to ∼50 students. Major teaching modes include lecture, short homework papers on topics related to the previous class meeting, small-group discussions at several points during each class, and whole class discussions. Because of the diversity of students' knowledge of basic science, we employ a variety of methods designed to help students grasp the necessary scientific concepts. Our methods are intended to be inquiry based and highly interactive. Our goals are 1) to foster the development of an organized knowledge base about psychoactive drugs that will have practical applicability in the daily lives of the students; 2) to promote the rational application of this knowledge in thinking about current medical, social, legal, and ethical issues involving psychoactive drugs; and 3) to cultivate science literacy, critical thinking, and communication skills among students.

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Killian, Chad M., and Amelia Mays Woods. "Expanding Learning Opportunities in Kinesiology Through the Use of Flipped Instruction." Kinesiology Review 7, no. 4 (November 1, 2018): 332–38. http://dx.doi.org/10.1123/kr.2018-0046.

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Millennial college students are typically digital natives who prefer experiential and active learning. This preference is in contrast to the traditional lecture method of teaching in higher education. Flipped instruction provides instructors with a means to integrate technology into their courses and expand active-learning opportunities. In flipped courses, students engage with technology-assisted learning opportunities outside the classroom. Corresponding in-class active-learning opportunities encourage students to apply foundational knowledge. This article summarizes research and provides an authentic case example to illustrate the way in which flipped instruction was applied in a physical education teacher education course to expand learning opportunities in the field.

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Chiriac, Tatiana. "Openness in higher education." Central and Eastern European eDem and eGov Days 325 (February 14, 2018): 227–34. http://dx.doi.org/10.24989/ocg.v325.19.

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The purpose of this study is to analyze the phenomenon of openness in higher education and its trends and technologies of expanding educational opportunities in the digital information society of Moldovan universities. The main concepts of openness in education are associated with the practice of online learning and constructivist approaches, technical optimization of delivering information, continuous professional development and globalization of higher education. Since skilled knowledge becomes the main value of the market, then higher education perspective as a tool of knowledge reproduction is transformed into the basic space of openness and accommodation to innovative use of educational resources. The key issues related to openness in order to impact higher education target the development of Open Educational Resources (OER), as well as implication of Massive Online Open Courses (MOOCs), relatively new online learning trend. There are institutional practices of the adoption and use of open education technologies in some international universities and organizations, which could be extended as well to create an open learning system in the Republic of Moldova, focusing on national practices of education. Openness of Moldovan HEIs is a strategic choice for the future in a rapidly changing educational market that should proliferate.

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Semenov, Evgeny, and Dmitry Sokolov. "Digitalization of Higher Education: Opportunities and Risks." Ideas and Ideals 14, no. 4-1 (December 27, 2022): 137–53. http://dx.doi.org/10.17212/2075-0862-2022-14.4.1-137-153.

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The digitalization of higher education is an objectively necessary process caused by the market needs for specialists with digital competencies and state support. Digitalization of higher education opens both new opportunities and creates new risks. Opportunities are associated with greater accessibility and flexibility of education, as well as its integration into the global educational space. The risks are associated with a market orientation to momentary market demands, a decrease in the content and fundamental nature of education, the fragmentation of knowledge and the replacement of full-fledged socialization with simple training of the workforce. Digitalization makes education more accessible, flexible and global. At the same time, education becomes more fragmented, opportunistic, reducing socialization to the formation of a labor force. The digital university, with its focus on individual educational trajectories and distance learning, implies project-thinking and individual work of the student, who builds his own curriculum to a large extent. An urgent task is to find and test a balanced educational model that combines a holistic approach to knowledge acquisition with a modular structure that allows a high degree of student autonomy in choosing courses, directions and specializations. In more concrete terms, this means connecting the hierarchical structure of knowledge acquisition with horizontal specialization - in other words, expanding the opportunities available to students should be accompanied by their integration into a unified concept of higher education. The article proposes the contours of such a model for building a university: expanding the list of courses available to students through distance learning, and not all courses offered may be limited to the current year of study; reconceptualization of the mission of the university; synergetic interaction of various universities for the implementation of joint educational programs. For Russia, where digitalization is proceeding at a fairly high pace, the search for an optimal strategy for the development of digital universities in different regions is a difficult task that requires not only financial injections, but, above all, managerial flexibility at different levels.

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Cui, Wei, Bao Gang Zhao, Yang Liu, Si Yu Qian, Jia Ye, Hai Feng Yang, and Ya Jun Li. "A Research of CIM Model in Education Fields." Advanced Materials Research 267 (June 2011): 64–69. http://dx.doi.org/10.4028/www.scientific.net/amr.267.64.

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This article has been supported by Chinese National Natural Science Fund in 2010, “Strategy research of using supply chain partner’s knowledge in enterprise knowledge creation process”, Project approving code: 71072124. It was also supported by Fund of Liaoning Province reform of higher education "Research of service outsourcing personnel training mode" in 2007, Fund of Dalian Science and Technology Plan "Research of ways expanding Dalian outsourcing service industry market" in 2008, Fund of Dalian Science and Technology Plan "Research of Dalian comprehensive prediction system of electric power and energy" in 2009, Fund of Chongqing Electric Power Corporation "Research of Chongqing comprehensive prediction system of electric power and energy" in 2008 and Project of Dalian Maritime University reform of graduate education and teaching “Construction of teaching content system of Management Science and Engineering based on the platform of motion and internet of things ” in 2010.

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Blumer, Nadine. "Expanding Museum Spaces: Networks of Difficult Knowledge at and Beyond the Canadian Museum for Human Rights." Review of Education, Pedagogy, and Cultural Studies 37, no. 2-3 (May 27, 2015): 125–46. http://dx.doi.org/10.1080/10714413.2015.1028831.

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DePauw, Karen P., and Grace Goc Karp. "Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach." Adapted Physical Activity Quarterly 11, no. 1 (January 1994): 3–13. http://dx.doi.org/10.1123/apaq.11.1.3.

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In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum.

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van Garderen, Delinda, Amy Scheuermann, Apryl Poch, and Mary M. Murray. "Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 1 (August 25, 2016): 7–23. http://dx.doi.org/10.1177/0888406416665448.

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The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

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Starke, Anthony. "Review: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education." Journal of Social Equity and Public Administration 1, no. 1 (January 3, 2023): 97–99. http://dx.doi.org/10.24926/jsepa.v1i1.4802.

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Panev, Violeta, and Aneta Barakoska. "THE NEED OF STRENGTHENING THE PEDAGOGICAL COMPETENCES IN TEACHING FROM THE ENGLISH TEACHERS’ PERSPECTIVE." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 43–50. http://dx.doi.org/10.23947/2334-8496-2015-3-1-43-50.

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The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental pedagogical knowledge .The competences and the skills as a changeable category mainly recognized and focused on the enrichment and the personal development of someone who learns, besides the initial education implies flexibility as well. Even more it implies improvement of the skills and the knowledge according to the given time frame periods and life conditions by the science and the technology development. During the teachers’ initial education there is a need of expanding their pedagogical skills and competences in order the pedagogical function to be fulfilled in a modern world using the foreign language in the teaching process as a tool for an entry to new resources and innovative techniques of studying.In the paper there is a presentation of a short comparison of the teachers’ competences in the English linguistic speaking areas and in Macedonia through comparing the educational programs of the higher faculty institutions and colleges.We will present their attitudes and opinions in terms of the level of the acquired competences in the initial education. The results are to be used in the professional improvement of the teaching competences of the English language and other subject teachers during their initial education. The research implemented with the teachers in the schools led to the conclusion that there is an immense need of expanding the teachers’ competences during their initial education.

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Ahmed, Mukhtar, and Sunita Godiyal. "A study on teacher education in India: Physical education, some policy issues and challenges." Edu Sportivo: Indonesian Journal of Physical Education 2, no. 3 (September 29, 2021): 131–39. http://dx.doi.org/10.25299/es:ijope.2021.vol2(3).7335.

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This paper deals with some policies, problems and planned suggestions for teacher education and role of teacher in physical education. The goal of this Special Issue was to raise awareness of physical education teacher education (PETE) by expanding the knowledge base and geographical, theoretical, and innovative writing about PETE, physical education teacher educators, and those who shape (policymakers/higher education leadership) and those who experience PETE. The present research paper is based on explorative types of study. This research study is focused on teachers and physical education in India. This present study is basically case types of study, the researcher used secondary sources. The main implication of the study was to the Govt when any policy is introduced, it is the responsibility to checked in ground level, not only in papers.

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Pertseva, Irina Vladimirovna. "The history of the social service of the russian orthodox church in the contents of social education." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2010): 112–17. http://dx.doi.org/10.51314/2073-2635-2010-2-112-117.

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In this article the author explores development of Christian approach to human personality with future specialists in social field. In the course of the research the author comes to a conclusion that the scope of knowledge of lost social work traditions is actively expanding, and the contents of historical, social and pedagogical subjects are renewed lately.

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Wahlström, Ninni. "Equity: Policy Rhetoric or a Matter of Meaning of Knowledge? Towards a Framework for Tracing the ‘Efficiency-Equity’ Doctrine in Curriculum Documents." European Educational Research Journal 13, no. 6 (January 1, 2014): 731–43. http://dx.doi.org/10.2304/eerj.2014.13.6.731.

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In this article, the focus is on exploring the perspective of equity in curriculum. From a background of understanding curriculum as embedded in wider transnational policy movements, in this article the author suggests a framework for exploring the trajectories between equity policy and different types of curricula with implications for what counts as knowledge, drawing on the capabilities approach developed by Amartya Sen and Martha Nussbaum. The analysis highlights the instrumental, intrinsic and positional values in terms of actual functionings, expanding the individual's set of capabilities and a pluralistic learning environment. The results suggest that the technical form of the curriculum can have determining effects on the meaning of knowledge acquisition and that the capabilities approach offers an important frame of analysis for understanding how different aspects of equity are included or excluded in curriculum.

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Journal articles on the topic '970113 Expanding Knowledge in Education'

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