Search Results for
"Teaching"

Objective To evaluate portfolios as a teaching, learning and assessment method within an educational process centered on cognitive and metacognitive skills, with the aim of enabling learning in which students act autonomously, responsibly, critically and creatively. Methods It was a qualitative study. Data were gathered through the techniques of document analysis (26 portfolios) and a focus group. The skills developed by the students during portfolio construction were classified on the basis of cognitive and metacognitive processes. Results Portfolio construction enabled development of comprehensive, critical and creative thinking among students, through a dynamic, critical and reflective educational process. Conclusions Portfolios formed an innovative teaching, learning and assessment method that enhanced cognitive and metacognitive skills. © 2015, Fundacao UNI Botucatu/UNESP. All rights reserved.

The accelerating pace of educational reform since the 1988 Act quickened still further in the 2010–15 parliament. There were three new acts, but also many of the powers acquired by previous acts were put to use. The heightened activity was partly because the programme had to embrace the ambitions of two parties. But the main impetus came from the new Secretary of State, Michael Gove, who in his three years shadowing the post had developed very clear ideas about what he wanted to achieve. In post, he pressed hard, anxious to embed as many of the desired changes as he could while he still held the reins. Education was prominent in the 2010 manifestos of both the Conservative and Liberal Democrat parties. Both envisaged more freedom for schools and extra money to raise the attainment of pupils from low-income families (the pupil premium). They also agreed on the need to improve the quality of teaching, proposing to increase school-led teacher training and expand the Teach First scheme. But there were differences in emphasis, with the Conservatives placing more on new schools, higher standards and improved discipline, while the Liberal Democrats stressed fairness. Inevitably, with two parties in government there have had to be compromises, but in the field of education, given the similarity of the manifestos, it was relatively easy to reach agreement, with one notable exception. Some of the compromises resulted in better policy. The Liberal Democrats pushed the pupil premium higher up the agenda than it might have been, and the Conservatives were so pleased with it that they let it be thought it was their policy. They were much less keen on Nick Clegg's free lunches for all infant school pupils, which had to be afforded a tightly constrained budget, with the additional expense of new kitchens. © Cambridge University Press 2015.

Background Ad hoc supervision encounters occur between general practitioner (GP) supervisors and general practice registrars outside scheduled teaching sessions. Anecdotally reported as important learning opportunities, these encounters are rarely explored in the literature. Objective This study examined supervisors', registrars' and practice managers' perceptions of ad hoc supervisory encounters. Methods Semi-structured interviews were conducted with purposively sampled supervisors, registrars and practice managers from regional general practice settings. Data were analysed using template analysis. Results Fifteen respondents participated in the interviews. Their perceptions of ad hoc encounters were reported under the categories of immediacy, safety, education, professional identity and supervisor stress. Discussion Ad hoc encounters in general practice registrar training are highly valued for supporting patient safety and registrar education. The encounters serve a range of practical purposes for supervisors, registrars and practices, and warrant further exploration on how to optimise their benefits within general practice. © The Royal Australian College of General practitioners 2015.

Background Within the apprenticeship model of general practice training, the majority of teaching and learning occurs in the practice under the guidance of the general practice supervisor. One of the foundations of a high-quality general practice training program is the delivery of relevant, evidence-based educational continuing professional development (EdCPD) for general practice supervisors. Despite The Royal Australian College of General Practitioners (RACGP) and the Australian College of Rural and Remote Medicine (ACRRM) standards requiring EdCPD, there is currently no standardised educational curriculum for Australian general practice supervisors. There are a number of emerging themes with significant implications for future general practice supervisor EdCPD. These include clinical supervision and structural issues, capacity constraints, and emerging educational issues. Objective We propose the development of a core curriculum for general practice supervisors that is competency-based and evidence-based, and reflects the changing landscape of Australian general practice training. Discussion A national general practice supervisor core curriculum would provide standardisation, encourage collaboration, allow for regional adaptation, focus on developing competencies and require rigorous evaluation. © The Royal Australian College of General practitioners 2015.

This paper presents music teaching in nineteenth-century Greece orphanages and schools of destitute children, which were the main schools for vocational training of the working class in that period. Five representative institutions were selected. Music education for young male workers in nineteenth-century Greece was both in accord with and satisfied basic aims of popular education, such as to shape the students' character and to provide the necessary qualifications, through vocational training that would allow low social strata to make a living. The aforementioned aims of people's education, which prevailed throughout Europe and was supported by an extended network of philanthropy, are described thoroughly. The aim of this paper is to show that the important role of music in the nineteenth-century Greece charitable institutions constitutes a Western European influence and is an aspect of the effort to Europeanise the Greek education system, which began to take a shape when the Greek state was established towards the end of the 1820s. © 2014 © 2014 Taylor & Francis.

Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students. © 2015 Saadati et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Given the lack of research on predictors of students' learning success in vocational domains, the present study aims to identify determinants of student competence growth in the subject Accounting. Based on theoretical models (e.g., basic deep structure dimensions of instructional quality, self-enhancement theory, self-determination theory) and related published research, we hypothesized that students' improvement could be best predicted by their prior knowledge and cognitive abilities, followed by self-concept, cognitive learning strategies, motivational regulations and perceptions of learning environment characteristics. In particular, we aimed to ascertain whether aspects of the learning environment determine student competency development in Accounting, controlling for effects of key student characteristics. By means of threelevel models involving repeated measurements, we analysed data from 487 students (74 % female; aget0: M = 14.40 years, SD = 0.74) from Austrian commercial upper secondary schools in grades 9 through 11. Most of our hypotheses are supported by this data, and thus we could answer our research question as follows: The students' proficiency in mathematics, their grades from the previous school year, perceived cognitive activation and support from teachers of their basic psychological needs most strongly predicted student initial status and growth in accounting competence. However, against all expectations, cognitive learning strategies and class mean of perceived student-centred instruction were not, or were negatively, related to their competence, which indicates that the latter was perceived more often in low-performing classes. Asexpected, student intrinsic motivation and academic self-concept were related to competence in accounting. Contradictory to correlation analysis, time spent on learning in class was not significantly related to competence development at any hierarchical levelof the multilevel analysis. We discuss our results within the limitations of this present study, and their consequences for teaching practice. © 2015 Helm.

The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance. © 2015 American Association of Anatomists.

A variety of economic, social, political, and technological factors have come together to create a perfect storm of change in higher education: Skyrocketing educational costs, the demand for skill- and competency-based education, the rise of the knowledge economy. People are now lifelong learners, learning their profession throughout life, in chunks and when they need it. Added to that, the explosive advancement of technology in the last decade has made learning readily accessible at any time, everywhere, and in any form. The convergence of these factors has left higher education institutions scrambling and institutional, teacher, and learner roles in a state of flux. Heutagogy, also called self-determined learning, offers a teaching and learning framework for navigating the oncoming storm. The theory draws on established learning theories - humanism, constructivism, andragogy, transformative learning, and complexity theory - and the latest neuroscience to create a composite map for institutional leaders, teachers, and learners alike to apply to professional and lifelong learning. This chapter explores the tenets of heutagogy and how a heutagogical learning approach can be supported using the latest technological developments and be implemented in pedagogically meaningful ways in order to develop learners who are able to excel in today’s complex, global workforce. © Springer International Publishing Switzerland 2015.

With the upgrading of industrial structure and the products in our country, the requirements for practitioners become more and more high. Enterprises require students to carry on internships with certain skills. Therefore, in this context, the establishment of the intramural training base becomes the strategic choice of vocational college students' skills training, and becomes the most effective way of production and study cooperation. Based on this, this paper makes a research on the planning and arrangement of the intramural training base of the construction intelligent engineering technology based on constructivism. Construction intelligent engineering technology major in Shenyang chemical industry school is taken as an example, the construction process of training base and the requirements of constructivism on the learning environment are combined on the basis of the brief introduction of the related theories and technologies, the basic principles of the construction of the practical training base based on constructivism were put forward, and the training program, the teaching staff, the operating mechanism and the management in the construction of the training base were expounded. Experimental results show that the planning and arrangement of the intramural practice base in the construction intelligent engineering technology major based on constructivism fit the objective law of students' learning, have a important role in cultivation of the professional skills of students in vocational education, and also have good social and economic benefits. © 2015, UK Simulation Society. All rights reserved.