Literatura académica sobre el tema "Regular Education Initiative"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Regular Education Initiative".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Regular Education Initiative"
1
Silver, Larry B. "The Regular Education Initiative". Journal of Learning Disabilities 24, n.º 7 (agosto de 1991): 389–90. http://dx.doi.org/10.1177/002221949102400702.
Texto completo
2
Phillips, William L., Keith Allred, Andrew R. Brulle y Kathlene S. Shank. "The Regular Education Initiative". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, n.º 3-4 (julio de 1990): 182–86. http://dx.doi.org/10.1177/088840649001300308.
Texto completo
3
Davis, Jane C. y Larry Maheady. "The Regular Education Initiative". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, n.º 4 (octubre de 1991): 211–20. http://dx.doi.org/10.1177/088840649101400401.
Texto completo
4
Gersten, Russell y John Woodward. "Rethinking the Regular Education Initiative". Remedial and Special Education 11, n.º 3 (mayo de 1990): 7–16. http://dx.doi.org/10.1177/074193259001100305.
Texto completo
5
Slavin, Robert E. "General Education Under the Regular Education Initiative". Remedial and Special Education 11, n.º 3 (mayo de 1990): 40–50. http://dx.doi.org/10.1177/074193259001100310.
Texto completo
6
Lowenthal, Barbara. "The United States Regular Education Initiative". European Journal of Special Needs Education 4, n.º 3 (octubre de 1989): 180–84. http://dx.doi.org/10.1080/0885625890040303.
Texto completo
7
Chisholm, Douglas P. "Concerns Respecting the Regular Education Initiative". Journal of Learning Disabilities 21, n.º 8 (octubre de 1988): 487–88. http://dx.doi.org/10.1177/002221948802100807.
Texto completo
8
Coates, Robert D. "The Regular Education Initiative and Opinions of Regular Classroom Teachers". Journal of Learning Disabilities 22, n.º 9 (noviembre de 1989): 532–36. http://dx.doi.org/10.1177/002221948902200902.
Texto completo
9
Hinders, Kathy. "Dual Certification and the Regular Education Initiative". Journal of Teacher Education 46, n.º 3 (mayo de 1995): 200–208. http://dx.doi.org/10.1177/0022487195046003006.
Texto completo
10
Miller, Lynne. "The Regular Education Initiative and School Reform". Remedial and Special Education 11, n.º 3 (mayo de 1990): 17–22. http://dx.doi.org/10.1177/074193259001100306.
Texto completoTesis sobre el tema "Regular Education Initiative"
1
Barr, Lisa Marie 1966. "The Regular Education Initiative: Teacher views on cooperation". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291919.
Texto completoResumen
This study involved a sample of 66 regular classroom teachers, grades K through 5, from a local school district. Subjects were given a measure of preference for two types of cooperative interventions designed to meet the needs of mildly handicapped students in the regular classroom (collaborative and consultative interventions). The results indicate that the teachers had no preferences of one type of intervention over the other and that the two variables measured were positively correlated. These results seem to indicate that those teachers who are willing to cooperate with special education personnel were flexible in the approach used, while others did not support either type of intervention. Respondents' comments reflect a strong concern for large class size and fairness to non-handicapped students.
2
Harris, Gail Ann. "The Regular Education Initiative: Perspectives of Arizona school administrators". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184715.
Texto completoResumen
The purpose of this study was to identify the attitudes of unified school district administrators regarding a merger of special and regular education as proposed by some educators who support the Regular Education Initiative (REI). The REI is a position statement generating from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, that calls for a new partnership between regular and special educators in addressing the needs of all children with learning problems, including those with handicapping conditions. The study elicited responses from 229 administrators in Arizona during the 1988-89 school year. A survey instrument was used to obtain information from the administrators regarding their opinions on items within six categories of consideration (student, instructional, funding, teacher, administrative, and current program) that have implications for a merger. Administrators were also asked to indicate their overall support for a merger and to rate its feasibility and desirability based on each of the six categories of consideration. Statistical analyses revealed significant differences among the three administrator groups regarding the responsibility, role, and directorship of special education in the education of students with learning problems; the willingness of regular education teachers to work with students with handicaps; the benefit of a merger for nonhandicapped low-achieving students; and their rationale for changes in the current special education system. Additional significant differences were found regarding administrators' perceptions of the feasibility of a merger when the analysis was based on district size. Administrators were equally divided in their support for a merger. Most administrators indicated that regular classroom teachers were ill-prepared to educate students with handicaps and would not favor a merger. Administrators expressed strong support for waivers of federal state rules and regulations to implement merged systems experimentally and indicated that no major changes should be considered until results from evaluation studies were available. Results of this study hold implications for policy makers, researchers, teacher trainers, and school administrators.
3
Glaser, Margaret L. Jo. "A study of the relationship between preferred learning styles and verbal ability of learning disabled students and general education students implications for the regular education initiative /". Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9423374.
Texto completo
4
Greenfeld, Jay Matthew. "Using rational emotive behavior therapy to initiate and maintain regular exercise in college-age men: a qualitative investigation". Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2709.
Texto completoResumen
Engaging in regular exercise has multiple health benefits--for example, physical (Anshel, 2003; Penedo & Dahn 2005); mental (Stathopoulou, Powers, Berry, Smits, & Otto, 2006); emotional (Berger Pargman, & Weinberg, 2002); and social (Anshel, Reeves, & Roth, 2003; Dishman, 1994; Lox, Martin, & Petruzzello, 2003). Unfortunately, there are as many barriers to people exercising (e.g., time, cost, and accessibility) as there are benefits. Consequently, approximately two-thirds of individuals living within the United States do not engage in regular exercise (i.e., 3 days per week for at least 45 minutes; CDC, 2006). Multiple interventions have been implemented to help individuals initiate regular exercise (e.g., psychotherapy, physicians, and community programs), but none of them review how an individual alters his or her thoughts about exercise that could lead to initiation. Addressing an individual's beliefs about engaging in regular exercise will add to the understanding of how modifying thoughts can help lead to initiation.
The purpose of the current study was to monitor the use of Rational Emotive Behavior Therapy (REBT)-style interviews to help three male participants who have had difficulties beginning and sustaining regular exercise explore their thoughts about exercise and potentially begin an exercise routine. In this dissertation, a comprehensive background is provided, outlining and explaining definitions affiliated with REBT, exercise, and mental health. Then a thorough literature review is provided, which outlines previous research on exercise interventions. In response to the specific research questions posed, the results of the current study indicate that using a variety of active directive REBT style interviews helped three men modify their beliefs about exercise and consequently improve their motivation to routinely engage in the behavior. Finally, limitations, implications, and directions for future research and practice are provided.
5
Juffer, Kirk Ervil. "Parents' attitudes toward the regular education initiative/full integration and educational placements for their children a survey of parents of handicapped children /". 1989. http://catalog.hathitrust.org/api/volumes/oclc/22284626.html.
Texto completoResumen
Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 153-169).
6
Cameron, Jill. "A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales". Thesis, 2005. http://hdl.handle.net/1959.13/24990.
Texto completoResumen
This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully.PhD Doctorate
7
Cameron, Jill. "A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales". 2005. http://hdl.handle.net/1959.13/24990.
Texto completoResumen
This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully.PhD Doctorate
Libros sobre el tema "Regular Education Initiative"
1
Tanzman, Gail I. The Regular Education Initiative: Perceptions of regular class teachers and special education teachers. 1992.
Buscar texto completo
2
F, Rotatori Anthony, Schwenn John O y Litton Freddie W. 1946-, eds. Perspectives on the regular education initiative and transitional programs. Greenwich, Conn: JAI Press, 1994.
Buscar texto completo
3
D, Lloyd John Ph, Singh Nirbhay N y Repp Alan C, eds. The Regular education initiative: Alternative perspectives on concepts, issues, and models. Sycamore, IL: Sycamore Pub. Co., 1991.
Buscar texto completo
4
D, Lloyd John Ph, Singh Nirbhay N y Repp Alan C, eds. The Regular education initiative: Alternative perspectives on concepts, issues, and models. Sycamore, IL: Sycamore Pub. Co., 1990.
Buscar texto completo
5
(Editor), Alan C. Repp, ed. The Regular Education Initiative: Alternative Perspectives on Concepts, Issues, and Models. Thomson Brooks/Cole, 1991.
Buscar texto completo
6
(Editor), Anthony F. Rotatori, John O. Schwenn (Editor) y Feddie W. Litton (Editor), eds. Advances in Special Education: Perspectives on the Regular Education Initiative and Transitional Programs (Advances in Special Education). JAI Press, 1995.
Buscar texto completo
7
Ayyar, R. V. Vaidyanatha. Making of National Policy on Education, 1986. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0003.
Texto completoResumen
This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the formation of the Ministry of Human Resource Development. It outlines other policy initiatives such as the establishment of Navodaya Vidyalayas and the Indira Gandhi National Open University, and describes the process followed for the formulation of the National Policy on Education (NPE), 1986, and its Programme of Action (POA). It narrates and critiques the key policy postulates of NPE, 1986, such as the a large and systemic programme of non-formal education being a pre-requisite for universalizing elementary education, and vesting the All India Council of Technical Education (AICTE) with statuary powers to regulate technical education. It highlights the fact that NPE, 1986, skirted burning issues of higher education as it not anchored in policy analysis. In the praxis of education policy, there is often no realistic assessment of the problem which needs to be addressed, no realistic identification of the various alternatives, no rigorous evaluation of alternatives, and no roadmap offered for realization of the policy objectives
8
Gross, Robert N. Public vs. Private. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.001.0001.
Texto completoResumen
Americans today choose from a dizzying array of schools, loosely lumped into categories of “public” and “private.” How did these distinctions emerge in the first place, and what do they tell us about the more general relationship in the United States between public authority and private enterprise? Public vs. Private describes how nineteenth-century public policies fostered the rise of modern school choice. In the late nineteenth century, American Catholics began constructing rival, urban parochial school systems, an enormous and dramatic undertaking that challenged public school systems’ near-monopoly of education. In a nation deeply committed to public education, mass attendance in Catholic private schools produced immense conflict. States quickly sought ways to regulate this burgeoning private sector and the competition it produced, even attempting to abolish private education altogether in the 1920s. Ultimately, however, Public vs. Private shows how the public policies that resulted produced a stable educational marketplace, where school choice flourished. The creation of systematic alternatives to public schools was as much a product of public power as of private initiative. As ever more policies today seek to unleash market forces in education, Public vs. Private concludes that Americans would do well to learn from the historical relationship between government, markets, and schools.
9
Mapping dietary salt/sodium reduction policies and initiatives in the Region of the Americas. Pan American Health Organization, 2021. http://dx.doi.org/10.37774/9789275123232.
Texto completoResumen
The aim of this study was to map existing country policies and initiatives addressing population dietary sodium reduction in the Region of the Americas; to identify policy gaps following what is outlined in the World Health Organization (WHO) “Best Buys” most cost-effective recommendations for the prevention and control of diet-related noncommunicable diseases (NCDs); and to discuss priorities for future work to reduce population salt/sodium intake. We analyzed data from 34 countries in the Region. A review of different databases informed the mapping. Databases included (1) responses from the online Survey on National Initiatives for Salt/Sodium Reduction in the Americas carried out by PAHO in 2016; (2) the databases from the 2017 and 2019 PAHO Country Capacity Surveys for NCDs and Risk Factors; and (3) the repositories of legislation of the PAHO REGULA initiative as of 2018. Research in these databases was complemented by electronic searches on official websites from the ministries of health, education, and agriculture and the library of the national congress in each country. Additionally, when available, government regulatory gazettes were reviewed. National policies that have adopted the most cost-effective interventions for preventing and controlling diet-related NCDs of WHO “Best Buys” included reformulating food products with both voluntary (n=11/34) and mandatory (n=2/34) targets; establishing a supportive environment in public institutions (n=13/34); consumer awareness programs (n=26/34) and behavior-change communication and mass media campaigns (n=(0/34); and implementing front-of-pack labeling (n=5/34). We also found that some countries have implemented regulations that restrict marketing of foods high in salt/sodium to children (n=5/34), or are using nutritional labeling that includes sodium content, either voluntary (n=9/34) or mandatory (n=10/34). However, no country in the Region has implemented taxes on high salt/sodium foods. Based on our review, we concluded that there has been a significant advance in policies to reduce sodium intake in the Region of the Americas in recent years. However, we identified that the level of implementation is quite varied and is challenging to assess. Despite the progress, there remains much work to do on this issue, especially in countries where there is limited or no action yet. Reducing sodium consumption is a cost-effective intervention that can save many lives by preventing and reducing the burden of diet-related NCDs. Therefore, a further call to action is needed for governments to accelerate efforts to meet the 2025 global target of a 30% relative reduction in mean population intake of sodium.
10
Kimball, Charles. The War on Terror and Its Effects on American Muslims. Editado por Jane I. Smith y Yvonne Yazbeck Haddad. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199862634.013.018.
Texto completoResumen
This chapter presents an overview of both the negative and positive effects on American Muslims since the declaration of the post 9/11 “war on terror.” Negative effects are examined in conjunction with the USA Patriot Act and increased US government surveillance programs aimed at Muslims as well as the distinct manifestations of the growing dread or fear of Islam and Muslims known as “Islamophobia.” Several organizations regularly monitor and provide current information documenting hate speech and hate crimes directed at Muslims, including those involving the Ground Zero Mosque and other controversies. The chapter concludes with numerous constructive responses to the negative images and stereotypes fueled by extremists claiming inspiration from Islam. In addition to structured forms of interfaith dialogue and cooperation, such as “A Common Word,” American Muslims have pursued multiple forms of educational initiatives ranging from presentations in churches and public statements denouncing violence to the publication of books and articles.
Capítulos de libros sobre el tema "Regular Education Initiative"
1
Mygind, Erik y Mads Bølling. "Pupils’ Well-Being, Mental and Social Health". En High-Quality Outdoor Learning, 153–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_8.
Texto completoResumen
AbstractThe purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter: Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health? Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health? Should education outside the classroom be a regular applied practice in schools? In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.
2
Iwabuchi, Kazuaki, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae y Kan Hiroshi Suzuki. "Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?" En Primary and Secondary Education During Covid-19, 125–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_5.
Texto completoResumen
AbstractWhile the COVID-19 pandemic posed unprecedented challenges to the education system of Japan, the government and schools took necessary measures to combat the outbreak and ensure student learning continued. The temporary school closure, following the state of emergency, continued for 2 months, from April through May of 2020. Even after the declaration was lifted in May 2020, schools adopted the new-normal way of operations. By shortening the summer break and holding alternative classes, elementary, junior, and senior high schools, except for universities, returned to normal while the COVID-19 pandemic was settling down, and ended the semester regularly in December 2020. The temporary closure, however, led to a huge disparity in implementing online classes, depending on availability of personal laptops in schools. Many private schools, and a substantial number of public schools established by innovative local governments, such as Saga Prefecture and Shibuya Ward, were successful in transitioning to online learning. However, most public schools were unable to hold online courses due to the lack of facilities both in schools and at student households. Aware of the disparities, the government brought forward a policy initiative to distribute personal PCs to all elementary and junior high school students, and to supply high-speed IT networks to each school, with an expected completion of March 2021. In this chapter, we will explore various disparities in depth, particularly underlining the relationship between ICT environments in schools and the issue of school founders. Additionally, we provide an overview on how the government and schools coped with the crisis, capitalized on the policy initiatives, and utilized available resources. As a concluding remark, we aim to leave room for optimism by taking this pandemic as an opportunity to reconsider and reimagine education. Note: This chapter has nothing to do with operations of organizations that respective authors belong to, and the views expressed in this chapter do not represent organizations’, but are authors’ own.
3
Dingqian, Gu, Liu Ying y He Xirong. "Deaf Education and the Use of Sign Language in Mainland China". En Deaf Education Beyond the Western World, 285–306. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0015.
Texto completoResumen
This chapter discusses the Chinese government’s policies and laws dealing with the education of deaf and hard-of-hearing (DHH) students. In policy, priority is given to placement of DHH learners in mainstream education. Listening and speech rehabilitation services for DHH preschoolers are discussed. These have been developed and provided for a long time. Currently, approaches to language teaching for students at schools for the deaf are diversifying because the initiative focusing on Chinese General Sign Language will be applied nationwide in 2018. However, due to Chinese culture and traditional education practices, teachers who work with DHH students find themselves culturally at odds with the use of sign language and tend to stick to their own, different views on the “Learning in Regular Classrooms” policy.
4
Adjei-Boateng, Emmanuel y Bonni Gourneau. "Mentoring and Lived Experiences of Beginning Teachers in a Resident Teacher Program". En Handbook of Research on Global Issues in Next-Generation Teacher Education, 228–45. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch013.
Texto completoResumen
There has been considerable attention and focus, in the field of education, on development support for beginning teachers. The resident teacher program or a teacher residency is a comprehensive means of providing beginning teachers with support. This initiative is usually organized through the concerted efforts of a college of education and school district. Within this study, attention is given to the potential or real benefits and to the successes and challenges of an existing resident teacher program with six beginning teachers enrolled in an elementary education resident teacher program. The outcome shows that resident teachers' experiences is characterized by double commitment with a lot of responsibilities but double support; ability to bring what's learned in graduate courses into classroom teaching; and confidence to transition into regular classroom teaching after the program.
5
Deval, Amit Kumar. "Open Educational Resources for MOOC". En Advances in Library and Information Science, 220–39. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5146-1.ch014.
Texto completoResumen
The higher education sector is being influenced by many factors, and a paradigm shift from conventional learning to virtual learning can easily be observed. MOOCs are an innovative initiative in promoting and imparting virtual learning to the end users that are restricted to pursue their higher education due to time, space, and money constraints. Open educational resources are an integral part of MOOCs, and to sustain the viability of MOOCs, quality open educational resources are a need of the hour. Issues related to MOOCs and open educational resources are being taken up by various governmental and non-governmental organizations in accelerating the e-learning concepts among their citizens and to fill up the gaps, if any, to avoid digital divide between the students of regular and open universities. India, being a developing country, needs to put more efforts into promoting the concepts of MOOCs and to popularizing the concepts. In this regard, the Government of India has introduced various platforms for open educational resources for enhancing and supporting MOOCs.
6
Al Musawi, Ali Sharaf. "Current Aspects and Prospects of ICT in the Arab Higher Education Sector". En Information Systems Applications in the Arab Education Sector, 1–22. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch001.
Texto completoResumen
This chapter offers a brief overview of the current status of formal governmental support for technology integration in the higher education sectors in different countries in the Arab World, in addition to presenting some major initiatives started and implemented in some of the Arab states. Several distinguished initiatives in the Arab countries are reviewed to reflect on the strategies in higher education institutions. The policies and strategies that regulate technology implementation in these countries are described. Analysis of strengths, weaknesses, opportunities, and challenges is conducted. Implications are drawn from the different experiences. The chapter suggests solutions that are required to overcome the weaknesses by presenting thoughts for creative improvements in the future with emphasis on training and infrastructure aspects. Moreover, solutions and recommendations as suggested by the research are summarized in fields of implementation in education.
7
Taylor, Veronica L. "Asian Legal Education’s Engagement with Policy". En The Globalization of Legal Education, 213–37. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197632314.003.0006.
Texto completoResumen
This chapter examines what Terence Halliday has called “the knowledge mandate” of the legal profession, as it is reflected in public policy engagement by law schools in Asia. Using policy engagement examples from China, Japan, Indonesia, Myanmar, and the Philippines, this chapter observes the ways in which altruistic or liberal legal values are at issue; transnational or global influences are visible; and multiple stakeholders are using the law school as a site for developing or thwarting norms in order to influence public policy. This chapter explains how such normative contestation has been managed in each case and draws attention to policy engagement as an understudied element of legal education institutions in Asia. In each case, the state seeks to use law schools as repositories of knowledge and expertise, and to regulate research and engagement behaviors that it deems desirable. Law schools and their academics are not passive in the face of such initiatives; they exert their own agency. The examples in this chapter show that some regulatory relationships between public policy actors and law schools result in more policy engagement than others. The knowledge mandate for the profession widens or narrows accordingly.
8
Rochester, Shana E. y Jennifer Mata-McMahon. "Promoting Kindergarten Readiness During Remote Learning Through Community-Based Family Literacy Sessions". En Advances in Early Childhood and K-12 Education, 101–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4569-3.ch007.
Texto completoResumen
The purpose of this chapter is to describe a series of community-based family literacy sessions and the responsive strategies used to modify the sessions for remote instruction to meet the needs of caregivers of young children (birth to age 3). Situated within a two-generation approach to family engagement, the sessions were implemented through a family-school-community partnership with a university-based early learning research center, early learning centers in two urban Title I schools, and a public library. Session attendees included a sample of 44 racially, ethnically, and linguistically diverse families. In addition to describing the family literacy program, the chapter highlights the ways in which family literacy sessions can positively influence the home literacy environment of families who participate in sessions regularly. The chapter concludes with recommendations for facilitators aiming to work collaboratively with community partners and families to develop mutually beneficial family literacy initiatives.
9
Gava, Roy, Pascal Sciarini, Anke Tresch y Frédéric Varone. "The Swiss Policy Agendas Project". En Comparative Policy Agendas, 160–66. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835332.003.0018.
Texto completoResumen
This chapter describes the Swiss political system and adopts an issue attention approach to explore one of its defining institutions: direct democracy. By means of referenda and popular initiatives, voters regularly decide on the continuity and change of policies. Welfare and education (27%) and environment, energy, and transportation (21%) account for almost half of all the votes during the period 1990–2014. The direct democracy venue is often activated as a result of citizens’ pressure (“bottom-up”). However, the majority of these bottom-up proposals are refused by voters. Policy change through direct democracy occurs more frequently in a “top-down” manner, when political elites are required by constitutional rules to put the fate of some of their most important decisions to the ballot box.
10
Laelago Ersado, Tariku. "Cervical Cancer Prevention and Control". En Cervical Cancer - A Global Public Health Treatise [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99620.
Texto completoResumen
Cervical cancer is caused by HPV (human papilloma virus). It is the second most common cancer in women living low developed countries. The components of cervical cancer prevention and control comprises primary prevention, secondary prevention and tertiary prevention. Primary prevention of cervical cancer encompasses prevention of infection with HPV. Giving HPV vaccine for girls aged 9–14 years before they initiate sexual activity is one of the interventions of primary prevention of cervical cancer. Screening and treatment is needed in secondary prevention of cervical cancer. Screening of cervical cancer encompasses testing a target group (women) who are at risk for a cervical pre-cancer. Tertiary prevention of cervical cancer comprises treatment of cervical cancer and palliative care. The components of tertiary care comprise surgery, radiotherapy, chemotherapy and palliative care. Community mobilization, health education and counseling on cervical cancer prevention and control is vital to make ownership on cervical prevention. Monitoring and evaluation of cervical cancer prevention and control on key program indicators should be done regularly.
Actas de conferencias sobre el tema "Regular Education Initiative"
1
Lievens, Bart, Karel Cappelle y Liesbet Matthys. "Becoming an Expert, Ambassador or Doing Project Work: Three Paths to Excellence for Students at Artevelde University of Applied Sciences". En Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11184.
Texto completoResumen
Apart from the regular curricula in higher education, institutions increasingly offer additional initiatives or honours programmes for students to excel. Artevelde UAS wants to provide similar additional learning opportunities, in which the notion of excellence is based on reflection, self-direction and ‘giving back’ to stakeholders. This paper will provide an elaboration of these opportunities, based on three research questions: (1) What project or initiative can be considered as a valid and well-defined form of excelling, (2) How do we formally structure and organize this initiative or project, and (3) How can we evaluate and validate students’ experiences of excelling? Students of (International) Business Management at Artevelde UAS can excel in three different ways: by professionalizing and becoming an expert in a certain topic or area, by becoming an ambassador for one particular 21st century skill that has been put forward and highlighted by Artevelde UAS in its mission (global citizenship, entrepreneurship or sustainability), or by cooperating with professional business partners in order to develop and implement a real-life project.
2
Deliwe, Ayanda Pamella. "Factors essential for successful and sustainable e-learning". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12893.
Texto completoResumen
E-Learning has been viewed as a positive initiative in Higher Education Institutions (HEIs), as it is said to improve opportunities for critical thinking, develops better problem solving abilities and assists in improvement of productivity and efficiency of employees. For HEIs to benefit from the advantages of e-learning there needs to be continuous research done on how best can HEIs ensure that there is successful and sustainable e-learning. Secondary data literature was reviewed and in collecting primary data six participants from one of the South African HEIs (UKZN) were interviewed. Information gathered through primary data collection was in line with the information obtained from literature. The difference was when the primary data revealed additional factors which are essential for successful and sustainable e-learning. These includes the importance of finances and regular discussions and engagements with champions/experts and research in the field of e-learning. Most of the literature highlights the importance of engagements with students, faculty and academic staff and not much emphases is placed on engagement with all stakeholders. This paper concluded by providing recommendations which needs to been considered by HEIs on how best they can achieve successful and sustainable e-learning.
3
Heard, R. G. "International Initiatives Addressing the Safety and Security of Disused Sealed Radioactive Sources (DSRS)". En ASME 2010 13th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2010. http://dx.doi.org/10.1115/icem2010-40028.
Texto completoResumen
High activity radioactive sources provide great benefit to humanity through their utilization in agriculture, industry, medicine, research and education, and the vast majority are used in well-controlled environments. None-the-less, control has been lost over a small fraction of those sources resulting in accidents of which some had serious — even fatal — consequences. Indeed, accidents and incidents involving radioactive sources indicate that the existing regime for the control of sources needs improvement. Additionally, today’s global security environment requires more determined efforts to properly control radioactive sources. Consequently, the current regimes must be strengthened in order to ensure control over sources that are outside of regulatory control (orphan sources), as well as for sources that are vulnerable to loss, misuse, theft, or malicious use. Besides improving the existing situation, appropriate norms and standards at the national and international levels must continue to be developed to ensure the long-term sustainability of control over radioactive sources. In order to improve the existing situation, concerted national and international efforts are needed and, to some degree, are being implemented to strengthen the safety and security of sources in use, as well as to improve the control of disused sources located at numerous facilities throughout the world. More efforts must also be made to identify, recover, and bring into control orphan sources. The IAEA works closely with Member States to improve the safety and security of radioactive sources worldwide. Besides the IAEA Technical Assistance Programme and Technical Cooperation Fund, donor States provide significant financial contributions to the Nuclear Security Fund and/or direct technical support to other States to recover condition and transfer disused sources into safe and secure storage facilities and to upgrade the physical protection of sources that are in use. Under the USA-Russian Federation-IAEA (“Tripartite”) Initiative, for example, disused sources of a total activity of 2120 TBq (57251 Ci) were recovered and transported into safe and secure storage facilities in six countries of the former Soviet Union. Additionally, physical protection upgrades were performed in thirteen former Soviet Union republics at facilities using or storing high activity radioactive sources. Other donors have also provided funding for projects related to the safety and security of radioactive sources in the same region. Additionally, the EU and other countries are making regular and significant contributions to the IAEA for projects aimed at upgrading the safety and security of radioactive sources in South-Eastern Europe, the Middle East, Asia and Africa. Depending on the status of the radioactive source (in use, disused, or orphan) and the actual technical, safety and security situation, several options exist to ensure the source is properly brought or maintained under control. This paper will describe those options and the systematic approach followed by the IAEA in deciding on the most appropriate actions to take for the high activity sources that need to be recovered or removed from the countries under that request assistance.
4
Syzdykov, Murat, Zhassulan Dairov y Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan". En SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.
Texto completoResumen
Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.
5
Maria de Jesus Silva, Neiva, Ana Paula Floresta da Silva y Carlos Roberto Beleti Junior. "Ensino de Hardware por meio de um Jogo de Tabuleiro Uma Proposta para a Educação Básica". En Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p435-442.
Texto completoResumen
Games have been part of people's lives as something common since early childhood, being used for entertaining and diverse content. In areas that have curricular components in basic education, games can be used as a complementary object to the teaching, bringing a new perspective on the understanding of certain concepts to the regular education. The Computer Science, as it does not have a curricular component in regular education, has its teaching with trend to occur only in technical or undergraduate degree. In this sense, university project initiatives for the community can collaborate with teaching, or at least, with the popularization of the area. Thus, this work proposes to present a board game that has the objective of teaching Computer Science concepts, more specifically on the functioning of physical components of computers - hardware of computer machines -, for students at elementary school. The board game, the planning for its use, a questionnaire to verify the perception and previous knowledge of participating students are presented, in addition to the results of a pedagogical intervention carried out with 26 students of basic education. As preliminary results, it was found that the game promotes engagement, stimulates curiosity and motivation, increasing interest in computational content, even though these are abstract concepts for school-age children. The game will be made available in an online repository, seeking its greater use, as well as its application for more students of basic education.
6
Primeau, Stephen J. y James M. Shuler. "Recent Process Improvements in Department of Energy Headquarters Packaging Certification". En ASME 2005 Pressure Vessels and Piping Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/pvp2005-71413.
Texto completoResumen
The U.S. Department of Energy, Office of Licensing (EM-24), certifies the regulatory safety compliance of shipping containers for radioactive materials through a program of technical reviews and confirmatory analyses of Safety Analysis Reports for Packagings (SARPs). Recent initiatives undertaken to improve the speed and efficiency of the certification process include the following: 1) an Improved Packaging Certification Process flowchart that emphasizes early and systematic communication between the applicant and regulator; 2) a SARP Completeness Checklist; 3) guidelines for qualifications, education, and training of SARP Writing Team members; and 4) a training course for certification applicants on Management of SARP Preparation. A primary goal of these initiatives is to improve the quality of the SARP that is submitted with the initial application.
7
Urbano, Beatriz, Ana María Bartolomé, Deiyalí Carpio y Fernando González-Andrés. "COMPETENCE ASSESSMENT USING RUBRICS AND SOCIAL NETWORKS AND BRINGING YOUR OWN DEVICE (BYOD)". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end022.
Texto completoResumen
"The European Higher Education Area (EHEA) promotes the competence-based assessment using varied, diverse and innovative assessment tools. In this sense, in previous teaching innovation projects we have developed rubrics to align the evaluation with the competences that the student needs to acquire. Moreover, we have explored how to strengthen the G15 competence of critical thinking using social networks because we observed is the competence that our students need to reinforce most. However, we have observed in our agricultural engineering students, that if they forgot to bring their device to the center, did not usually have alternative digital resources, and others did not have any account on social networks. Despite the young people in Spain recognize an intensive use of electronics, the 90% of them own 2-5 electronic devices, they little use them for learning purposes. Taking into account that digital resources and social networks are tools increasingly used by companies, we consider the need to explore bring your own device teaching method. BYOD (Bring Your Own Device) or BYOT (Bring Your Own Technology) initiatives allow students to bring their own mobile devices (laptops, netbooks, tablets, smartphones, etc.) to their centers, and connect them to a Wi-Fi network, to access institutional and educational applications and services. This experience can be a good preparation for the working context that the students will face soon. The aim of this teaching innovation project was to use BYOD initiatives to evaluate, using e-rubrics and social networks, the competences that students need to acquire. The methodology included i) the creation of a subject practice using social media to strengthen the critical thinking competence, ii) the design of a rubric using CoRubrics to assess the practice, iii) the teacher evaluation of the practice and self- and co-evaluation by the students and iv) the analysis of the results and of the teaching-learning process. The results show that high school students had the least access to mobile devices. Undergraduate and master’s students in Agronomic Sciences initially brought their devices when requested and with the progress of the course, they brought it regularly. Not all students use social networks regularly and they value their use in the practice that brings them closer to the professional sector. The teachers concluded that the project provides varied, diverse and innovative assessment tools aligned with the competence-based assessment promoted by EHEA."
8
A. Lipinski, Tomas. "To Speak or Not to Speak: Developing Legal Standards for Anonymous Speech on the Internet". En 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2526.
Texto completoResumen
This paper explores recent developments in the regulation of Internet speech, in specific, injurious or defamatory speech and the impact such speech has on the rights of anonymous speakers to remain anonymous as opposed to having their identity revealed to plaintiffs or other third parties. The paper proceeds in four sections. First, a brief history of the legal attempts to regulate defamatory Internet speech in the United States is presented. As discussed below this regulation has altered the traditional legal paradigm of responsibility and as a result creates potential problems for the future of anonymous speech on the Internet. As a result plaintiffs are no longer pursuing litigation against service providers but taking their dispute directly to the anonymous speaker. Second, several cases have arisen in the United States where plaintiffs have requested the identity of the anonymous Internet speaker be revealed. These cases are surveyed. Third, the cases are analyzed in order to determine the factors that courts require to be present before the identity of an anonymous speaker will be revealed. The release is typically accomplished by the enforcement of a discovery subpoena issued by the moving party. The factors courts have used are as follows: jurisdiction, good faith (both internal and external), necessity (basic and sometimes absolute), and at times proprietary interest. Finally, these factors are applied in three scenarios—e-commerce, education, and employment—to guide institutions when adopting policies that regulate when the identity of an anonymous speaker— a customer, a student or an employee—would be released as part of an internal initiative, but would nonetheless be consistent with developing legal standards.
9
John Sino Cruz, Matthew y Marlene De Leon. "Analysis of citizen's sentiment towards Philippine administration's intervention against COVID-19". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001446.
Texto completoResumen
The COVID-19 pandemic affected the world. The World Health Organization or WHO issued guidelines the public must follow to prevent the spread of the disease. This includes social distancing, the wearing of facemasks, and regular washing of hands. These guidelines served as the basis for formulating policies by countries affected by the pandemic. In the Philippines, the government implemented different initiatives, following the guidelines of WHO, that aimed to mitigate the effect of the pandemic in the country. Some of the initiatives formulated by the administration include international and domestic travel restrictions, community quarantine, suspension of face-to-face classes and work arrangements, and phased reopening of the Philippine economy to name a few. The initiatives implemented by the government during the surge of COVID-19 disease have resulted in varying reactions from the citizens. The citizens expressed their reactions to these initiatives using different social media platforms such as Twitter and Facebook. The reactions expressed using these social media platforms were used to analyze the sentiment of the citizens towards the initiatives implemented by the government during the pandemic. In this study, a Bidirectional Recurrent Neural Network-Long Short-term memory - Support Vector Machine (BRNN-LSTM-SVM) hybrid sentiment classifier model was used to determine the sentiments of the Philippine public toward the initiatives of the Philippine government to mitigate the effects of the COVID-19 pandemic. The dataset used was collected and extracted from Facebook and Twitter using API and www.exportcomments.com from March 2020 to August 2020. 25% of the dataset was manually annotated by two human annotators. The manually annotated dataset was used to build the COVID-19 context-based sentiment lexicon, which was later used to determine the polarity of each document. Since the dataset contained unstructured and noisy data, preprocessing activities such as conversion to lowercase characters, removal of stopwords, removal of usernames and pure digit texts, and translation to the English language were performed. The preprocessed dataset was vectorized using Glove word embedding and was used to train and test the performance of the proposed model. The performance of the Hybrid BRNN-LSTM-SVM model was compared to BRNN-LSTM and SVM by performing experiments using the preprocessed dataset. The results show that the Hybrid BRNN-LSTM-SVM model, which gained 95% accuracy for the Facebook dataset and 93% accuracy for the Twitter dataset, outperformed the Support Vector Machine (SVM) sentiment model whose accuracy only ranges from 89% to 91% for both datasets. The results indicate that the citizens harbor negative sentiments towards the initiatives of the government in mitigating the effect of the COVID-19 pandemic. The results of the study may be used in reviewing the initiatives imposed during the pandemic to determine the issues which concern the citizens. This may help policymakers formulate guidelines that may address the problems encountered during a pandemic. Further studies may be conducted to analyze the sentiment of the public regarding the implementation of limited face-to-face classes for tertiary education, implementing lesser restrictions, vaccination programs in the country, and other related initiatives that the government continues to implement during the COVID-19 pandemic.
10
Berman, Ronald y Cathy Ames. "Private Online Workspaces for Doctoral Learners - Enhanced Communication and Reduced Isolation". En InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2182.
Texto completoResumen
This quantitative exploratory study, a continuation of the university’s four year research initiative that addresses the high national rate of doctoral student attrition, investigates whether a private online workspace for doctoral students and their dissertation committee will enhance communication and reduce learner’s feelings of isolation during the dissertation phase. Private doctoral workspaces provide a virtual platform for learner and committee collaboration, manuscript review, and milestone planning. The purpose of this study is to offer preliminary feedback to guide in the further development of the virtual workspace. To assess effectiveness of the private doctoral workspace, a seven question online survey was created to address usage, communication, and isolation. Two surveys were distributed to 803 doctoral candidates at a private southwestern university in the United States, resulting in 328 respondents for the first survey, and 190 respondents for the second survey. Doctoral learners completed the survey at the onset of the private doctoral workspace implementation, and again four months later. The results indicate that doctoral learners regularly access their private dissertation workspace, communicate more frequently with their dissertation committee, and have reduced feelings of isolation. These results may provide similar benefits to other academic groups working together on long-term projects in other disciplines.
Informes sobre el tema "Regular Education Initiative"
1
Rarasati, Niken y Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), enero de 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Texto completoResumen
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
2
Huang, Aris, Debbie Wong, Elizabeth Cassity y Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.
Texto completoResumen
The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
3
Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie y Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, agosto de 2022. http://dx.doi.org/10.57022/pxwj3682.
Texto completoResumen
Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.