Academic literature on the topic 'Educational change – Case studies'
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Journal articles on the topic "Educational change – Case studies"
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SUE ENGLERT, CAROL, and KATHI L. TARRANT. "Creating Collaborative Cultures for Educational Change." Remedial and Special Education 16, no. 6 (November 1995): 325–36. http://dx.doi.org/10.1177/074193259501600602.
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Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.
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Mabry, Linda, and Laura Ettinger. "Supporting Community-Oriented Educational Change." education policy analysis archives 7 (April 13, 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.
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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.
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van den Berg, Owen. "Educational Change: The Case of the UWC Education Faculty." Critical Arts 5, no. 4 (January 1991): 78–97. http://dx.doi.org/10.1080/02560049285310071.
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Drodge, Stephen. "Challenge and Change in the Euro-Mediterranean Region: Case Studies in Educational Innovation." International Journal of Educational Development 22, no. 5 (September 2002): 556. http://dx.doi.org/10.1016/s0738-0593(02)00016-0.
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Baum, Tom. "Introducing educational innovation in hospitality studies: a case study in practical curriculum change." International Journal of Hospitality Management 6, no. 2 (January 1987): 97–102. http://dx.doi.org/10.1016/0278-4319(87)90022-3.
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Dean, Gary J., Jan P. Eriksen, and Sherie A. Lindamood. "ADULTS IN MID-CAREER CHANGE: CASE STUDIES FOR ADVISORS." NACADA Journal 7, no. 1 (March 1, 1987): 16–26. http://dx.doi.org/10.12930/0271-9517-7.1.16.
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Adults are making mid-career changes more frequently today than ever before. According to Arbeiter et al., over 40,000 Americans are engaging in or anticipating a career change at some time in the future.1 Of these, 60% desire educational and career services. The National Center for Education Statistics reports that over 14,000,000 adults are currently enrolled in two- and four-year college credit courses.2 Three trends have i weased the importance of rumtraditional student programs in many universities across the country: 1) the increase in numbers and visibility of the adult, non-traditional college student population, 2) the stabilization or decrease in the size of the traditional, younger student population, and 3) the expanded services and offerings of programs and courses geared to nontraditional students.3 Thus, academic advisors must be able to understand the needs and motivations of adult learners and to develop advising skills and programs in response to these needs. The purpose of this paper is to outline some of the motivations and needs of both full-time and part-time adult learners who are in transition from work to school and to offer suggestions to academic advisors on how to meet those needs.
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Cardellino, P., and P. Woolner. "Designing for transformation – a case study of open learning spaces and educational change." Pedagogy, Culture & Society 28, no. 3 (July 31, 2019): 383–402. http://dx.doi.org/10.1080/14681366.2019.1649297.
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Metzger, Molly W., Patrick J. Fowler, and Todd Swanstrom. "Hypermobility and Educational Outcomes: The Case of St. Louis." Urban Education 53, no. 6 (December 28, 2016): 774–805. http://dx.doi.org/10.1177/0042085916682571.
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The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.
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McInnes, Judith A., and Joseph E. Ibrahim. "Characteristics of an educational publication sourced from deaths investigated by the Coroner that is reported to have promoted practice change." Australian Health Review 36, no. 4 (2012): 367. http://dx.doi.org/10.1071/ah11036.
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Objective. The purpose of this study was to investigate the characteristics of the Residential Aged Care Coronial Communiqué that have promoted previously reported professional practice change, and to explore the circumstances of these changes. Methods. This was an exploratory, qualitative study for which data was collected through semi-structured interview of 15 subscribers to the Residential Aged Care Coronial Communiqué. Results. The Residential Aged Care Coronial Communiqué was reported to promote self-reported practice change though the inclusion of case studies, by being associated with the Coroner, and by providing evidence to justify change. The combination of existing concerns about risk and staff awareness, in conjunction with reading the Residential Aged Care Coronial Communiqué was also reported to promote practice change, as was having the support of senior staff and the authority to implement change. Conclusions. The combination of narrative case studies in the context of an educational publication associated with the Coroner’s Office has been reported to provided evidence and incentive to promote professional practice change in an aged care setting. However the relative influence of the Residential Aged Care Coronial Communiqué, and other background circumstance and facilitating factors on practice change cannot be determined from this study. What is known about the topic? Passive dissemination of written educational material has little or no impact on altering clinical practice. What does this paper add? Exploratory research findings published in this paper provide insight into characteristics of an electronic, educational publication for a health professional audience reported to have promoted practice change in a residential aged care setting. What are the implications for practitioners? The inclusion of short, clearly written case studies that describe real situations that have been investigated by the Coroner, in the context of a publication associated with the Coroner’s Office, has been reported to motivate staff to change professional practice to improve safety in a residential aged care setting.
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Dougherty, Jack. "Defining Purpose and Process in Teaching History with Case Studies." History of Education Quarterly 56, no. 1 (February 2016): 116–25. http://dx.doi.org/10.1111/hoeq.12152.
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When the History of Education Quarterly editors invited us to contribute to this forum, they asked us to reflect on how we taught histoiy with case studies. To jump-start our exchange, they suggested four possible purposes for teaching history in this way, which I have paraphrased below: •To reflect on the antecedents of the so-called “new” educational policy topics (what is the long histoiy of standardized testing?).•To disrupt conventional beliefs with counterexamples (why did nineteenth-century science and math classrooms include so many female students?).•To compare and contrast educational change in particular places or regions (how did the development of schooling differ in New England, the New South, or New Mexico?).•To call attention to the intersection of human agency and institutional structures (how did teachers, parents, and political leaders conflict or collaborate in struggles over school reform?).
Dissertations / Theses on the topic "Educational change – Case studies"
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Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.
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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.
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Tang, Yat-mun, and 鄧逸敏. "Managing change in a prevocational school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960467.
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Cheung, Wai-ying, and 張慧英. "Implementing educational change: a case studyof project-based learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962440.
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Oerlemans-Buma, Ingeborg Karin. "Secondary school students engagement in educational change : critical perspectives on policy enactment." University of Western Australia. Graduate School of Education, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0076.
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Michael Fullan (1991) commented that little was known about how students viewed educational change, as no one had thought to ask them. By 2004 there was a small but growing literature seeking the views of students on a range of issues associated with schooling. This thesis presents the findings and analysis of a study of students’ perceptions of educational change. Much educational change involves shifts in power and responsibilities between the different actors, such as governments, school administrators, teachers, parents, the community and students. Despite widespread interest in educational change it is usually the macro-level policy elite who exert the most influence, using their power, privilege and status in order to propagate particular versions of schooling; students continue to be the ‘objects’ of policy initiatives, submerged in what Freire referred to as a ‘culture of silence’. Students are frequently excluded as participants in both the process and decision making phases of change. This research was based on exploring the exclusion of students from the processes of change in schools, resulting from a top-down policy initiative by the State department of education in WA, the Local Area Education Planning (LAEP) Framework. How policy is defined and acted on is explored, and the roles students could have, but often do not, are highlighted. An eclectic hybrid conceptual framework drawing on both critical theory and a postmodern policy cycle approach was used to analyse the LAEP Framework policy processes and students’ perceptions of the changes that ensued. The research comprised in-depth case studies of three schools undergoing substantial educational restructuring as the result of the macro-level LAEP Framework policy in the State of WA. Key elements of the policy were school amalgamations, closures and the creation of Middle Schools. Data collection methods included focus group and semi-structured interviews with students from the three schools, as well as document analysis, staff interviews and field notes. The research found that students were very perceptive about educational change, that they were deeply impacted by educational change and that they wanted to participate in restructuring agendas. Several meta-level themes emerged from the students’ ‘voices’, including issues associated with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory tensions evident in policy processes. The thesis concluded by developing theory on ways in which students could be included meaningfully as participants in educational change
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Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.
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Moelanjane, Porgarius Porgacy Rukee. "The perceived impact of policy change on leadership and management : a case study of a Namibian school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007670.
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The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
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Bathgate, Jeanne M. "School Closure – A Case Study." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1777.
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This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
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Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.
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Doctor of EducationThis case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
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Welch, Matthew James. "Districts' Experiences Balancing Inclusion, Accountability, and Change: Mixed-methods Case Studies of Implementation in Ontario and New Hampshire." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2747.
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Thesis advisor: Andy HargreavesMost policies and initiatives in education travel the same, well-worn path: they are designed high above the ground by elected leaders or by public officials in departments and ministries of education. These ideas soon become projects for district-level leaders and school-level staff to implement. The process of implementation is often a challenge for local educators. When schools are asked to implement several initiatives concurrently, these difficulties can be compounded. This is especially true when schools try concurrently to include students with special needs and to meet the targets of high-stakes accountability programs (McLaughlin & Thurlow, 2003; Ramanathan, 2008). This study examined two multi-level and multi-district projects that were unique in their objective and designs. Each fostered complementary restructuring and reculturing of school districts. These two projects--Essential for Some, Good for All (ESGA) in Ontario and NH Responds (NHR) in New Hampshire--sought to facilitate greater participation and achievement for students with special needs as well as to cultivate greater collaboration between general and special educators. The dissertation is comprised of four mixed-methods case studies across the two jurisdictions, looking at two districts in each country as the units of analysis. Interviews with participants from all three levels--policy and planning, district, and school--were accompanied by effect-size analysis taken from quantitative achievement data to assess achievement gaps before and after each project. Ultimately, the study proposes a workable theory for the field of policy design and implementation that would facilitate simultaneous engagement with multiple, competing policies, in particular balancing the inclusion of students with special educational needs and mechanisms for standards-based accountability
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Watson, James Richard. "Organizational change and reform in middle grade education: A California middle school case study." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1140.
Full textBooks on the topic "Educational change – Case studies"
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G, Carter David S., and O'Neill Marnie H, eds. Case studies in educational change: An international perspective. London: Falmer Press, 1995.
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Educational reforms: New trends and innovations in educational development text and case studies. New Delhi: Deep & Deep Publications, 2005.
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Reimers, Fernando. Participation and educational change in Latin America. Cambridge, MA: David Rockefeller Center for Latin American Studies, Harvard University, 1996.
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Bîrzea, Cezar. Educational reform and educational research in Central-Eastern Europe: The case of Romania : IBE International Meeting on "Educational Reform and Educational Research", Tokyo, 4-14 September 1995. Bucharest, Romania: Institute of Educational Sciences, 1995.
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În Europa, dar-- prin America: --despre reforma învățămîntului = To Europe, but-- through America : --about the education reform. Chișinău: Pontos, 2006.
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Paul, Oliver, ed. The management of educational change: A case-study approach. Aldershot, Hants, England: Arena, 1996.
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Lew, Smith. Schools that change: Evidence-based improvement and effective change leadership. Thousand Oaks, CA: Corwin Press, 2008.
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A, Thornton Shirley. Transforming schools: Finding success for students at risk through systemic change. Sacramento, Calif: California Department of Education, Specialized Programs Branch, 1994.
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Angelis, Franco De. Il sistema educativo di fronte alla realtà degli anni Novanta: I problemi irrisolti, il ruolo dell'ente locale. Milano: Tecniche nuove, 1986.
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Cox, Pat L. Work in progress: Restructuring in ten Maine schools. Andover, MA (300 Brickstone Square, Andover 01810): Copies, Publications Dept., Regional Laboratory, 1991.
Find full textBook chapters on the topic "Educational change – Case studies"
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Sikenyi, Maurice. "The Promise of the Comparative Case Study Approach in Understanding Educational Program Design and Change." In Doing Comparative Case Studies, 71–86. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003216551-5.
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Kopycka, Katarzyna. "Expansive Reaction to Demographic Change: The Case of the Polish Educational Sector." In European Studies of Population, 131–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10301-3_7.
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Barker, Kriss, and Fatou Jah. "Entertainment-Education in Radio: Three Case Studies from Africa." In Handbook of Communication for Development and Social Change, 1343–53. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2014-3_68.
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Barker, Kriss, and Fatou Jah. "Entertainment-Education in Radio: Three Case Studies from Africa." In Handbook of Communication for Development and Social Change, 1–11. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7035-8_68-1.
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Chorosova, Olga M., and Nikolai F. Artemev. "Researching Links Between Teacher Wellbeing and Educational Change: Case Studies from Kazakhstan and Sakha Republic." In The Interconnected Arctic — UArctic Congress 2016, 195–202. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57532-2_20.
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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas, and Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic." In Knowledge Studies in Higher Education, 99–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.
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AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.
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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas, and Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic." In Knowledge Studies in Higher Education, 99–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.
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AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.
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Tsiorvas, Amy, and Michelle J. Eady. "Creating a Compulsory Subject Requiring Authentic Community Service Learning: A Framework for Change." In Work-Integrated Learning Case Studies in Teacher Education, 235–45. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_19.
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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.
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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Reimers, Fernando M., and Francisco Marmolejo. "Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?" In Knowledge Studies in Higher Education, 333–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_22.
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AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools
Conference papers on the topic "Educational change – Case studies"
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SOM, Ratana, Raksmey CHAN, and Dănuț Dumitru DUMITRAȘCU. "MANAGING CHANGES IN DEVELOPING WORLD: CASE STUDIES OF BLENDED LEARNING ADOPTION (CHANGE) IN CAMBODIAN HIGHER EDUCATION INSTITUTIONS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/03.07.
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A conceptualization of change management framework informed that positive change is managed with considerations of type, elements and process. This framework was confirmed by recent situational analyses made at two Cambodia’s public higher education institutions where adoption of Blended Learning (the change) was found to be promising with increased students’ satisfaction, increased lecturers’ involvement and continued program expansion. Employing case study design, this study aims to reconfirm the constructs, suggesting, where possible, for readjustment to make it really works. To that end, in-depth interviews with institutional leadership and key informants and focus group discussion with involved faculties were conducted. Results from the study suggested that although the framework do explain the real management practices on the ground, it had been deformed in a way that allowed the above top management much bigger control on type and elements of change. Middle managements (the Center’s head) whose roles were supposed to have the above controls were left otherwise to manage the whole process of change. While this strategic error, on the one hand, made the above successes far from being institutionalized, it, on the other hand, confirmed the validity of the above framework. For this framework to be most practical, this study recommends that more strategic supports and policies, together with a reliable monitoring and evaluation platform, be developed while internal source of funding should also be secured.
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Hamad, Pakhshan. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.04.
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The present study attempts to find out the distinctiveness of juncture(pauses within words, phrases and sentences) in English and central Kurdish. Juncture is the relationship between one sound and the sounds that immediately precede and follow it. It is a morphophonemic phenomenon with double signification , a suprasegmental phoneme which changes the meaning and is important for phonological descriptions of languages. The aim of this study is to see how juncture affects the meaning of words , phrases and sentences. Slow or rapid speech can also determine the use of juncture which marks the break between sounds and the phonological boundary of words, phrases or sentences. However, the ambiguity of meaning resulting from the placement of juncture can be solved by context. Stress placement on certain words also affects the use of juncture and leads to a change in meaning. In this study, English and Central Kurdish junctures were identified within words, phrases and sentences. Based on the data collected and presented, it was found out that juncture in English is distinctive at all levels , namely , simple words, phrases and sentences .In Central Kurdish, however, juncture is distinctive in compound words and sentences. As for the sentence level, because Kurdish is an agglutinative language, there are cases where the pause or juncture is closely related to the morphological structure of the words and the personal clitics and prefixes added to the end. As for the implications of the results in the field of practice , teachers must take these into consideration while teaching stress , intonation and other aspects of connected speech.
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Celik, Bunyamin, and Recep Bilgin. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.11.
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Specific learning disability is a psychological and mental disorder that prevents students from learning like normal students, especially in the primary school period. While other people often see this condition of students as a mental problem, it is treatable. They generally do not have any problems with their intelligence, and it is possible to educate them so as to be normal individuals because they are normal indeed. The application of the curriculum suitable for these students is very important to overcome the problem. Although they may exhibit some behaviours that are not compatible with their age because of slow improvement of emotional quotient, they may change into normal individuals in time. It is very common for the teachers to behave these students as if they are mentally retarded. In fact, the case is quite different. In this study, we applied a questionnaire to detect how aware the teachers are of their situation and how they approach these students. The aim of the study is to show that many teachers have the false idea that these students as if they were mentally retarded and there is nothing to do for them. A Likert-scale questionnaire was applied, and the teachers’ opinions were taken through it. The questions are about how aware the teachers are of these students and if they think these students are mentally retarded. In total, 789 teachers participated in the questionnaire, and 69% of them think that these students have mental problems.
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Granados, C., V. Tena, JA Tame, and C. Mendiola. "DEVELOPMENT OF CASE STUDIES TO IMPROVE ATTITUDINAL ENTREPRENEURSHIP COMPETENCIES: AN EXPERIMENTAL STUDY WITH STUDENTS FROM TEC DE MONTERREY." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7150.
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The way in which entrepreneurship is taught has a high impact on students' entrepreneurial capacity. In this sense, there have been several studies that analyze the impact that different forms of teaching have on the development of entrepreneurship skills. Different research indicates, in a general sense, that the more education concerning entrepreneurship, the more entrepreneurship skills are developed. Other studies report that students that were involved in a more practical and reflective educational model, reported greater intentions of undertaking an entrepreneurial experience. However, none of these studies use the development of “case studies” as a means of developing entrepreneurship skills. In this sense, this research project proposes an experimental study, with a control group of 30 students and three intervention groups of 90 students (from fifth semester forward), in order to measure the impact that the development of real entrepreneurs case studies (either of success or failure) had on students. All of this, in order to improve the attitudinal competencies of: (i) problem analysis mentality before proposing early solutions, ii) mentality of testing low-cost solutions before investing, and (iii) data-driven decision-making mentality rather than intuition. Results suggest that there were noticeable improvements in the soft skills learned by the students. There was a percentage change in the results of the intervention groups in comparison with the control group (even when the control group also registered improvements). Further studies may test this intervention in different settings or measure other soft/hard skills using the same intervention. Keywords: educational innovation, higher education, entrepreneurship, competencies, experiential learning, case studies
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"A Work Systems View of Unplanned Business Process Change: The Case of #FEESMUSTFALL at a South African University." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4186.
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Aim/Purpose: Improving or changing business processes is one of the most important roles for Information technologies functions. Yet, most organizations struggle with planned process change and even more with unplanned change. There is little support from research as the dynamics of planned process change is understudied and unplanned process change is seldom researched. Background: This paper describes the impact of unplanned business process change from a systems perspective. The #feesmustfall student protest movement, which began in 2015, and affected Universities throughout South Africa provides the context. Methodology: An interpretive abductive case study at a South African university used Steven Alter’s Work System framework to describe the unplanned business process change that occurred due to the #feesmustfall student protest movement. Contribution: Theoretically, this paper demonstrates the practical use of Alter’s work system framework to analyze unplanned business process change. Practically, it de-scribes and explains the impacts of the change which may be useful to executives or administrators responsible for operational systems within organizations. Findings: During unplanned business process change, change management, staff training, customizable technology and strategic fluidity and focus were found to be important. Unplanned business process change results in all elements of the work systems and its environment changing, even resulting in changed products and customer behavior. Impact on Society: If organizations are more aware of the impacts of unplanned process change they will be better equipped to control them. Future Research: Future action research studies on unplanned business process change could suggest actions for manager’s dealing with them.
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Vlcek, Brian L., and Eleanor Haynes. "Case Studies and Online Training Used to Enhance Engineering Ethics at the Undergraduate and Graduate Level." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87833.
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In a progressively materialistic and relativistic society, professional engineering ethics has become an increasingly important safeguard, but remains neglected in most formal engineering education. In response, at our university ethics content has been implemented and measured in both an undergraduate and graduate engineering course as a trial for further implementation across the university. In a senior-level seminar course, instructional emphasis was placed upon ethics in general, and engineering case studies readings reinforced with written responses were used to more effectively impart discipline specific knowledge. Other written activities such as current event articles and term papers with ethical content were implemented to promote higher level cognitive reasoning skills Students were surveyed at the end of the course and submitted work analyzed using a rubric to assess learning. On senior exit surveys, program graduates identified a 17.1 increase from 2009 to 2011 in their ability to understand professional, ethical and social responsibilities-this timeline was concurrent with the sited changes in the seminar course. For the graduates, emphasis was placed upon ethics with regards to research. An online series of training modules that meets the NSF minimum content as expressed by the COMPETES Act was used in the graduate course to supplement instructor lectures. In the case of the graduate learning experience, a pre and post training survey was conducted to determine changes in knowledge and understanding as a result of ethical training. On a pre-survey, forty-eight percent of the graduate students demonstrated a lack of understanding with regards to ethical issues relating to authorship. Fifty-two percent of graduate students pretested also incorrectly responded that a conflict of interest was always an issue of academic misconduct. These misconceptions were minimized by the end of the online training. Additionally, embedding profession ethics content into a senior-level seminar course has contributed significantly to satisfying our ABET learning outcomes and program objectives, while the graduate-level training has begun a fundamental change in the ethical culture of our graduate student researchers.
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Wai Wing MA, Ada. "Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3298.
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The scarcity of readily usable instruments to research learning in Computer Supported Collaborative Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal construction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engestrom, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the establishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.
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Salazar Moscoso, Marcela, Silvia Joly Ruiz Castellanos, Guillem Anglada Escudé, and Laia Ribas Cabezas. "Hypergravity induces changes in physiology, gene expression and epigenetics in zebrafish." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.044.
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All living organisms that inhabit Earth have evolved under a common value of gravity, which amounts to an acceleration of 9.81 m/s2 at mean sea level. Changes on it could cause important alterations that affect vital biological functions. The crescent interest in spatial exploration has opened the question of how exactly these changes in gravity would affect Earth life forms on space environments. This work is the result of a collaborative co-supervision of a master thesis between experts in the area of space sciences and biology, and it can serve as a case study for training experts in such interdisciplinary environments. In particular, we focus on the effect of gravity as a pressure factor in the development of zebrafish (Danio rerio) in the larval stage as a model organism using up-to-date (genomic and epigenetic) techniques. Given the high cost of any experiment in true low gravity (which would require a space launch), we performed an initial experiment in hypergravity to develop the methodologies and identify good (epi)genetic markers of the effect of gravity in our model organism. Previous studies in zebrafish have shown how alteration in gravity effects the development and the gene expression of important regulatory genes. For this study, we firstly customized a small laboratory scale centrifuge to study changes in fish physiology together with changes at molecular levels. We exposed zebrafish larvae from 0 to 6 days post fertilization to the simulated hypergravity (SHG) (100 rpm 3g). After 6 days of hypergravity exposition the larvae showed changes in their swimming and flotation patterns, and presented corporal alterations. Then, we assessed gene expression of genes implicated in important biological processes, (e.g., epigenetics), and an upregulation were observed when compared to the control. Taken together, these preliminary findings show how gravity alterations could affect some basic biological responses, and illustrate the potential of developing new science cases to be developed by students at postgraduate level (MSc and beyond) in a multidisciplinary environment
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Devarapalli, Ratna, and Vijaya Lakshmi Velivelli. "The Ergonomics Edge for Small Enterprises – Case Studies from the State of Telangana, India." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002665.
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Terms like Ergonomic Fit, Ergonomic design, ergonomically correct / incorrect, etc have become synonymous with the term ‘Ergonomics’ and anyone interested increasing output / productivity without compromising on comfort. These terms have become a common phrase when talking about the design of tools and equipment or any design for that matter. But the word ‘Ergonomics’ has a great mystic around it because off its link with Engineering and industry especially when it comes to small industries. There are still a lot of apprehensions and doubts with the application of ergonomics at the small / medium enterprises. Hence there is need to understand and explain what constitutes good ergonomic design and how to understand what is "ergonomically in correct product" and choose products / changes which are not very expensive / involve major cost incurring for the small and medium enterprises. Four key physical risk factors associated with complaints of discomfort in the work environment such as: awkward postures, biomechanical stresses, repetition and force and environmental factors. For which the key is to eliminate the risk by providing a well-designed environment and affordable costs. It can also be mentioned as the process of adapting a space to meet human requirements which involves the study of how the human body functions in order to design spaces, furniture and devices which reduce fatigue and discomfort to improve operability and productivity along with affordability. While an increased emphasis on this concept, research data generated both corporate and at educational research centres over the past few years has shown that minor / minimum changes can amount to major benefits. With this objective, The department of Resource Management and Consumer Science (RMCS), College of Community Science (previously Home Science) has been teaching and conducting student research in the area of Ergonomics in various small enterprises in Telangana, India and this paper explains and highlights the importance of minor, small ergonomic cost effective interventions like extension of a handle, adding a sheath to the handle, increasing the height of the seating / workplace, improving the lighting, ensuring good ventilation have received good response from the users. This paper gives the details of all such research interventions done with the small and medium enterprises like weaving, metal and basketry works, classroom furniture etc, in the last 15years by the PG and PhD students and how the cost effective ergonomic edge was obtained or can be obtained and further demystify ergonomics for all.
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Bawane, Jyoti, and Dhaneswar Harichandan. "Learners’ Adoption of MOOCs Prior and During Covid-19 Pandemic: A Case Study on Building Resilience in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2771.
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The COVID-19 pandemic has elevated the need for ‘building resilience’ to be a core part of the planning and management of future education systems. Resilience primarily implies the capacity to adapt and adjust to new environmental conditions subject to retaining the basic tenets and identity of the educational system. While the pandemic has caused severe disruption across the higher education sector, it also changed the complete outlook on teaching and learning in higher educational institutions. In general, adoption of E-learning platforms surged during this crisis period and MOOCs, in particular, were increasingly encouraged and offered by institutions for continuing education. Studies have shown that learners enrolled in MOOC courses for many different reasons (Crues et al, 2018). One such indicated that self-regulation was seen as the most significant predictor of MOOC adoption and female learners showed a high inclination to adopt them (Ma & Lee, 2019). Among Indian students, building skill-sets was seen as one of the key factors of intention to adopt MOOCs (Mohan et al, 2020). However, it is significant to study why learners adopted MOOCs, especially during the pandemic since this can serve as an ideal case for studying and gaining insights on resilience built against an emergency situation. This paper has been visualized against this background to investigate and compare how MOOCs were adopted by higher education learners, prior to and during the pandemic period. The case study is based on a selected MOOC wherein an attempt would be made to study learner orientations and adoptions to MOOCs in normal and pandemic settings and to assess if there has been any difference in their access, with a special focus on girls and marginalized communities. It is important to understand the learner characteristics, reasons why they enrolled and learner practices from the two selected situations. The parameters chosen to examine the learners are; demographic profile; MOOC experience, access to the course, perceived usefulness, self-learning strategies, learning preferences, purpose and motivation. Empirical analysis of both qualitative and quantitative data would be adopted to interpret the data. The study findings would have implications while investing and building disaster resilience in higher educational institutions and creating a robust and quality infrastructural governance for MOOCs.
Reports on the topic "Educational change – Case studies"
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.
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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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McMillan, Margaret, Dani Rodrik, and Claudia Sepulveda. Structural Change, Fundamentals and Growth: A Framework and Case Studies. Cambridge, MA: National Bureau of Economic Research, May 2017. http://dx.doi.org/10.3386/w23378.
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Research Institute (IFPRI), International Food Policy. Structural change, fundamentals, and growth: A framework and case studies. Washington, DC: International Food Policy Research Institute, 2017. http://dx.doi.org/10.2499/9780896292147.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.
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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova, Oleg I. Pursky, Tetyana O. Filimonova, and Iryna O. Buchatska. Computer simulation of processes that influence adolescent learning motivation. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4452.
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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.
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Research Institute (IFPRI), International Food Policy. Structural change, fundamentals, and growth: A framework and case studies: Synopsis. Washington, DC: International Food Policy Research Institute, 2017. http://dx.doi.org/10.2499/9780896299788.
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Hill, P. R., and D. J. Mate. Five Municipal Case Studies on Adapting to Climate Change for Professional Planners. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2011. http://dx.doi.org/10.4095/289255.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.
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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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R., Myers, Ravikumar A., and Larson A.M. Benefit sharing in context: A comparative analysis of 10 land-use change case studies in Indonesia. Center for International Forestry Research (CIFOR), 2015. http://dx.doi.org/10.17528/cifor/005585.
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Oracion, Carmela, Vignesh Louis Naidu, Jasmine Ng, and Vicente Reyes, Jr. Advancing the K-12 Reform from the Ground: A Case Study: Certificate in Educational Studies in Leadership in the Philippines. Asian Development Bank, April 2020. http://dx.doi.org/10.22617/wps200105.
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