"May 11, 1998." ; Shipping list no.: 98-0260-P. ; Distributed to some depository libraries in microfiche. ; "Referred to the Committee on Education and the Workforce." ; Mode of access: Internet.
Thinking Maths is a three-term structured professional learning program for Years 6 - 9 mathematics teachers to engage middle school students' mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students' mathematics performance in NAPLAN from Years 7 to Year 9. Thinking Maths supports teachers to improve students' learning of mathematical content during the transition between Primary and Secondary school. Years 6 - 9 teachers participate in five professional learning days at 4 - 5 week intervals over three school terms in an eight-month intervention period delivered and led by two facilitators from the Department. The evaluation of Thinking Maths was independently conducted by the Australian Council for Educational Research (ACER) during February to October 2017. It involved over 7068 students (Years 5 - 10) in 158 government Primary and Secondary schools across South Australia. This efficacy evaluation was a multi-site, two-armed (intervention and business-as-usual control) Randomised Control Trial (RCT), with randomisation at the school level. The primary research question was to identify the impact of the Thinking Maths program on the mathematics achievement of individual students. This report presents the findings of the outcome and process evaluation of the Thinking Maths program evaluation.
Looking at the current discourse on how to teach disaster, one apparent gap is that the scientific aspect of disaster is discussed and taught mostly in isolation from its human aspect. Disaster educators seem to be primarily interested in addressing issues such as social vulnerability, community resilience, personal action-related knowledge and emotion rather than the scientific basis of disasters, whereas science educators often fail to make connections between the scientific accounts of disasters and the social and political contexts that surround them. In this theoretical paper, I claim that this disconnect is problematic and that overcoming it is a key to understanding and teaching disaster in a more nuanced and comprehensive manner. Drawing primarily on science and technology studies (STS) on disaster, I explore the potential of interpreting disasters as failures of socio-technical systems, which helps us unearth the inner workings of the complex network of science, technology and society in the wake of calamities. STS challenges the dichotomous understanding of the material and social worlds and takes a view that they shape each other to constitute socio-technical systems. Taking such an approach to disaster allows a synthetic understanding of the natural, technological and human-made disasters that we are faced with in the age of uncertainty and complexity. Based on the ideas of STS and examples of recent disasters in East Asian countries, I argue that disaster education and science education can cross-pollinate in tackling the post-disaster hardship and cultivating responsible citizens.
Es wird ein Austauschseminar mit deutschen und niederländischen Studierenden im Fach Geographie vorgestellt, bei dem sich die Studierenden gegenseitig besuchten und Unterricht im anderen Land beobachteten. Um den Ein uss des Aus-tauschseminars auf die Entwicklung von Konzepten der Politischen Bildung bei den Studierenden zu untersuchen, wurden vor und nach der Begegnung Befragungen durchgeführt . This article presents an exchange-seminar with German and Dutch students including a visit and a monitoring of school lessons in the other country. Inquiries took place before and after the exchange, to analyze the in uence of the exchange-seminar on the development of the students' ideas on civic education .
This article contributes to political ecologies of education by connecting climate activism in Austria to questions of environmental justice and ecopedagogy. Based on a collaboration project between trainee teachers and secondary school students in Graz (Austria), the article analyses student group essays and photo reports dealing with ideas and solutions to combat the climate crisis and to enable socio-ecological transformation. Interviews with Fridays for Future (FFF) strike participants complete the analysis. I discuss propositions related to the concepts of activism, ecopedagogy, environmental and climate justice, and especially the principle of responsibility. I show that the school collaboration project and common participation in a climate strike contributed to civic engagement and research-based learning. Trainee teachers and school students exchanged ideas and co-created knowledge to fight against the climate crisis, and the collaboration opened a dialogue in a democratic classroom, arguably helping to develop participants' intrinsic motivation. While some of the ideas proposed are reformist or oppositional, for example to eat less meat, others are propositional, advocating for system change. A conclusion is that the climate movement is represented by a diversity of voices and opinions.
The Urgency of the problem of STEAM-education, need for training of relevant specialists, especially teachers for using modern digital technologies in the process of teaching students, orientation of the younger generation on STEM professions are discussed in the article. The essence of the digital competence of a modern specialist, which includes a system of knowledge and skills according to the conscious, responsible and critical use of digital technologies in the process of educational and labour activity, civil or social activity is defined by the author. It is revealed that the teacher's digital competence is manifested in his/her information literacy, culture of using data, communication in the information space, the ability to create relevant digital content. Theoretical principles of the introduction of innovative technologies in the pedagogical process of the New Ukrainian school are described. The forms and methods of using STEAM-technologies in a modern educational establishment are presented. The author stresses there is a need to use various learning tools during the work with students: presentations, laboratory tutorials and simulations, discussions, and peer collaboration to support learning activity, exploration, etc
Inclusive education is a government program that is realized through an inclusive school program to help students with disabilities so that their formal education can be well served. The implementation of inclusive education in Tasikmalaya City and District is less encouraging, various plans for implementing inclusive education need to be taken seriously. The purpose of this study: studying, analyzing, and describing the learning difficulties of dyscalculia students; discuss the challenges or learning process in inclusive schools for dyscalculia students. The method used in this study is descriptive qualitative and think aloud was carried out at 4 inclusive schools in Tasikmalaya namely SDN Manggungjaya 1, SDN Sukasirna, SDN Cibungkul and SDN Tanjung 2. The subjects in this study were principals, class teachers in inclusive schools, and dyscalculia students in grades 4, 5 and 6 of each. The methods used in this study were descriptive qualitative and think aloud. The instruments used the researchers themselves and questionnaires. The data were collected using observation, exploration, and interviews, all data obtained analyzed then described narratively. Based on the results of data analysis concluded: dyscalculia students in grades 4, 5 and 6 still have difficulty in reading and counting operations in numbers up to 50, do not understand negative integers. Just learning to study is still very difficult to condition, teachers who often teach dyscalculia students with their own learning styles. Learning is still held by the class teacher when the teacher comes from the Special Needs School. Ideally, at least two students with disabilities, provided by teachers who have a special education background.
This article explores two beginning Canadian teachers' experiences of professional development in literacy education. Differences and parallel tensions between the Canadian teachers' and my own experiences as a teacher and teacher educator in Pakistan were identified through narrative inquiry. The significance of this article is found in the expression of seven necessary conditions for successful professional development: appreciation and awareness of teachers' internal quest for learning; teachers' involvement in their own professional development; promotion of active, critical reflection; sharing multiple perspectives in collective conversation; providing time for internal reflection; a democratic context for professional development; and supporting teachers' efforts to develop their professional knowledge base. ; Cet article examine les expériences de développement professionnel en éducation à la littératie de deux enseignants canadiens débutants. D'une enquête narrative se dégagent des différences et des tensions parallèles entre l'expérience des enseignants canadiens et mes propres expériences en tant qu'enseignante et formatrice d'enseignants au Pakistan. L'importance de cet article réside en l'identification de sept conditions nécessaires au développement professionnel réussi : une appréciation et une reconnaissance de la quête interne des enseignants pour l'apprentissage; la promotion d'une réflexion active et critique; le partage de plusieurs perspectives lors des conversation; l'allocation d'une période pour la réflexion personnelle; un contexte démocratique; et un appui aux enseignants dans leurs efforts de développer leurs connaissances professionnelles.
In this article in the special symposium On Wilson Carey McWilliams (1933 - 2005), the truths about human nature that the political theorist held are explored in relation to his views of political reform to understand the dimensions of the soul. McWilliams's perspective on human nature started with dependency-not freedom-at birth that requires humans to earn & learn their freedom, which is the self-discipline required for self-government. His critical view of the constitution portrays a vision that makes dominion over nature for the goal of maximizing each individual's personal security & comfort the only goal we share in common. The American moral doctrine-of self-interest rightly understood- & mistaken psychology of our constitutional theory was held to erode the decencies that support our moral practices, & the gradual encroachment of our principled individualism into all areas of life. The author reflects on the role of the teacher as moral guide in relation to McWilliams's explanation of American civic education as the struggle for the American soul. The political theorist & social philosopher sought to free students from the liberal or libertarian cave to open them up to the multidimensionality of the human soul, not through the religious right or the "new Democrats" of the liberal Left, but through humans that are "skilled in the discipline of self-denial.". References. J. Harwell
The importance of professionalism in the field of medicine in Nepal is highlighted worryingly often in the terrifying news articles that shower the public with accounts of malpractice and unprofessional behaviour, contributing to the growing rift between patients and medical professionals. We need to look back at our undergraduate and post graduate training program to try to answer two very important but often overlooked questions : Whether professionalism has been sufficiently integrated in Medical Education or not and if yes, is the mode of delivery of this concept efficient enough?More importantly, are we assessing this important competency and are we making sure that it is being acquired by our doctors? The focus on professionalism in medicine, and medical education, has developed in response to possible malevolence towards patients on the part of doctors that are inept in dealing with the humanities of medicine.Professionalism has six important inbuilt elements viz. altruism, accountability, duty, honour or integrity, excellence and respect for others. The physician–patient relationship is the reflection of professionalism and it is central to the delivery of high-quality medical care; it has been shown to affect patient satisfaction as well as a variety of other biological, psychological and social outcomes.1 All these professional behaviours and attitudes must be developed during the acquisition of medical education. Hence, it is crucial to make sure that the medical graduates are well aware of, and meet the principles of professional practice i.e. maintaining good clinical practice, successful relationship with patients/parents and effective team work with colleagues.Yes, professionalism has always been a backbone of medical education. Since the earliest days of medical practices, the professionalism of a doctor has been valued almost as much as their intellect. So, medical education has always gone hand in hand with the principles of professionalism. Throughout medical education, professionalism has been taught almost exclusively through faculty role modelling but with the advancements of medical education, it seems almost irresponsible to leave the inculcation of professionalism at such primitive standards. Medical institutions can no longer rely on the intuition of their faculty to instil professionalism solely through their actions. It is now up to medical institutions to apply standardised methods to adequately gauge professionalism in their students. It is now up to us to absolutely guarantee that professionalism has not only been taught but actually instilled in our students. It is high time that professionalism becomes an integral part of the curriculum.Medicine is a community based discipline. Without a sound doctor/patient relationship in the society, neither the patient nor the doctor can get his/her point across. Communication is of paramount importance in medicine and is the essence of diagnosis and treatment. A community that isn't compliant to and supportive of medical professionals further exacerbates the existing insufficiencies in the health of the society. This worrying trend is a red flag for emerging medical educationists and curriculum designers around the nation. Without early intervention in the foundations of medical education in our nation, we risk tarnishing the reputation that the medical profession has garnered because of the social goodwill associated with it. Appropriate attitude, aptitude and knowledge are all equally important aspects that a physician must posses. Professionalism should be viewed at three different levels. At individual level attributes, capacities and behaviours are considered. The next consideration is interpersonal domain that focusses on teacher student interactions in different contexts. Professionalism is implied at societal and institutional level where notions such as social responsibility and morality but also political agendas and economic imperatives reside. Furthermore, there are interactions amongst these all three domains/levels. For example, an individual's professional behaviour may be influenced by the context; similarly, the individual within an institution may influence its collective professional values to the others.2Teaching professionalism: It is quite a difficult task. The question "How to teach professionalism in medical school?" is even more difficult to answer. There is no concrete method nor is there a blueprint to a sure fire solution. Role modelling and mentoring are important ways of imparting concept of professionalism during medical training but these merely are not enough to guarantee results. Thus, professionalism must be integrated directly into the syllabus for there to be a noticeable change. There is a need for didactic lectures too. Although they may seem primitive, a didactic lecture on professionalism will give medical students something to think about. Without cognitive stimulation on a certain topic, it sometimes becomes harder to grasp, no matter the amount of role models they may be surrounded by. In years one and two of undergraduate training, medical ethics, importance of professionalism, related laws can be taught as a cognitive component. In year three and four, the application part could be taught as case presentations, reflections and portfolio. During internship and post graduation, it should be through more complicated cases and through journal clubs. Assessment of professionalism: For the immense significance that professionalism possesses in medical education, the assessment hasn't followed suit. Merely including professionalism in the syllabus is not nearly enough. Research has shown that 'that which is not assessed is never learnt.' Therefore it is extremely essential for appropriate assessment tools to be integrated in the curriculum that can gauge the professionalism of our medical students. Professionalism should be assessed longitudinally right from the beginning until internship period and even beyond. It requires combinations of different approaches and at different levels including but not limited to professionalism at individual, interpersonal and institutional/societal levels. Some of the components of professionalism are related to the inherent personality traits. Assessment of these traits (cognitive, personality, behaviours) prior to admission may be relevant to later professionalism aspect of the medical graduates. There are several assessment tools like observed clinical encounter (Mini-CEX, P-MEX), collated views of co-workers (360 degree evaluation), records of incidents of professional lapses (incident reporting form), simulations (cases with ethical dilemma) and patient surveys (patient assessment questionnaire).3Without professionalism we cannot call ourselves professionals. It seems that nowadays, many of us are really not. There is a huge lack of professionalism in medical education right now, and this must change if we are to continue to produce true medical professionals. What we need now is an absolute paradigm shift in our attitudes towards the ethical competency of our medical practitioners and focus on the ethical side of our education system as well as the technical side.
Purpose The research aims to evaluate whether this educational approach is being implemented in a Portuguese public university and looking for explicit references to education for sustainable development (ESD) in the online descriptions of course units (CU).
Design/methodology/approach The research design adopted for this qualitative research follows the principles of a case study with exploratory, multiple and collective features.
Findings It was possible to find direct matches with key ESD expressions in fifteen of CU. In addition, nine CU were identified in the second stage of analysis of the teacher training master programmes.
Research limitations/implications One of the limitations of this study which the authors identified, and which was responsible for considerably reducing the probability of finding matches, was that only results in which the key expressions appeared in the description of the CU in exactly the same form as in the research instrument were recorded.
Practical implications The need for an educational programme for teachers to be developed and implemented in the near future.
Social implications A training workshop will be proposed with the main aim of supporting teaching staff in making the necessary shift in their pedagogical practices to include a ESD orientation in their CU.
Originality/value The instrument eveloped that appears in Appendix - Analysis Tool with key ESD expressions.
Whether municipal government attacks against the City U of New York (CUNY) system will hinder poor & working-class people's educational opportunity is studied. New York City Mayor Rudolph Giuliani criticized the CUNY system as catering to a growing immigrant population, resulting in the lowering of system standards, & suggested that such students enroll in alternative institutions. It is contended that a majority of CUNY faculty members strongly oppose Giuliani's educational policy; nevertheless, most faculty members desire to teach students already prepared for college-level study. The participation of various unions in the CUNY system & establishment of the New Caucus are discussed. Responses of various student organizations to the Giuliani administration's policy changes are deemed late & inadequate. The New Caucus's employment of legal strategies to counter educational reform at CUNY is reviewed. J. W. Parker
Recent research suggests that training teachers as learning designers helps promote technologyenhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up fulllifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices. ; This research has been partially supported by the European Union (project 531262-LLP-2012-ES-KA3-KA3MP), by the Spanish Ministry of Economy and Competitiveness (projects TIN2011-28308-C03-02, TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R, MDM-2015-0502), the Regional Government of Castilla y León (projects VA277U14 and VA082U16) and RecerCaixa.
The present study explores the perceptions of teachers about the engagement of immigrant and non-immigrant parents in preschool. Data were drawn from a larger evaluation study of a government initiative for preschools in Germany, which was designed to foster inclusive pedagogy and parent cooperation. In these analyses, teachers' perceptions of the engagement of immigrant parents and non-immigrant parents were rated for each parent group, on a 10-item measure, to identify how teacher ratings varied for the different parent groups. Data from 1397 preschool teachers, employed across 203 preschools, were analyzed using multilevel modeling. This statistical approach takes account of the clustered nature of the data. Teacher ratings of engagement for immigrant and non-immigrant parent groups differed between preschools. Most variability in the ratings could be ascribed to preschool characteristics. In preschools, in which staff held a shared understanding of dealing with cultural diversity and in which the director of the preschool had a multicultural mindset, teachers perceived engagement of parents more positively, especially for immigrant parents. Overall, the findings identified the importance of self-efficacy for inclusion and more positive beliefs about multiculturalism among preschool teachers. Such qualities are important for working with all parents. However, unfavorable social structures, such as those found in disadvantaged areas, may present major challenges for parent cooperation and engagement.
