Your search found 6750 results.

Descriptors:
Allied Health Occupations Education; College Students; Technology Uses in Education; Video Technology; Clinical Experience; Skill Development; Competence; Reflection; Instructional Effectiveness; Conventional Instruction; Student Attitudes; Learning Experience; Questionnaires

Abstract:
Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competence; Instructional Design; Human Capital; Professional Services; Promotion (Occupational); Job Skills; Expertise; Literature Reviews; Program Administration; Standards; Delphi Technique; Measures (Individuals)

Abstract:
There are well-documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the "must have" skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in-depth literature review. In addition to enhancing knowledge of instructional designers" competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Conferences (Gatherings); Lifelong Learning; Child Caregivers; Child Care; Early Childhood Education; Competence; Job Skills; Case Studies; Genealogy; Global Approach; Commercialization; Foreign Countries

Abstract:
We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled--through the hegemony of English language--to local situations, such as in Flanders. In the case of Flanders, they have paradoxically contributed to a significant counter-professionalisation of the early years workforce. This genealogical case study also shows how research, policy and practice are closely intertwined in their contribution to this paradox. The study shows that genealogical approaches are useful to show both how international influences need to be considered in a globalised world, but also how specific local "hybridisations" of these discourses are constructed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Leadership; Cutting Scores; Decision Making; Standard Setting (Scoring); Influences; Principals; Administrator Evaluation; Competence; Rating Scales; Administrator Effectiveness

Abstract:
Purpose: Performance evaluation informs professional development and helps school personnel improve student learning. Although psychometric literature indicates that a rational, sound, and coherent standard-setting process adds to the credibility of an assessment, few studies have empirically examined the decision-making process. This article sheds light on the inner workings of setting cut scores for leadership proficiency from the deliberative perspectives of expert-panel participants, including principals, teachers, district supervisors, and researchers. Research Design: Qualitative methods are used to observe and document a standards-setting process as it takes place and to analyze the results. Findings: The findings indicate that setting cut scores for principal leadership proficiency is a cognitively demanding but achievable process for effective implementation of carefully designed procedures. The study also provides insight regarding the influence of external factors, such as backgrounds of panelists, consideration of school contexts, and concerns about consequence during the standard-setting deliberation. (Contains 3 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Workplace Learning; Vocational Education; Education Work Relationship; Communities of Practice; Expertise; Competence; Literature Reviews; Holistic Approach; Models; Educational Research; Organizational Development; Work Environment; Teaching Methods; College Instruction; Learning Processes; Educational Trends

Abstract:
The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model--the 3-P model of workplace learning--is presented, in relation to which the following six lines of research are identified: (1) studies describing the nature of workplace learning, (2) research on work identities and agency in workplace learning, (3) studies on the development of professional expertise, (4) analyses of competence development in education-work contexts in vocational education and training as well as in higher education, (5) research on communities of practice, and (6) research on organisational learning. The research lines and the holistic 3-P model should be seen as analytic tools for understanding the diversity in workplace learning research. They may also serve as a kind of map for individual researchers, helping them to locate their main areas of interest in this broad field of research and to outline research designs for future studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Workplace Learning; Research Methodology; Expertise; Educational Practices; Eye Movements; Literature Reviews; Measurement Techniques; Evaluation Methods; Medicine; Brain; Medical Education; Competence; Learning Processes; Visual Perception; Visualization

Abstract:
Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned with such variations and distinctiveness in performance. Therefore, this paper addresses the methodological issues posed by such a challenge through reviewing the expertise literature to identify ways forward. Based on the example of one target domain, medicine, and one criterion task, the comprehension of visualizations, the study identifies, elaborates, and evaluates assessments used to study qualitative changes in professional vision that occur as a result of extended periods of workplace learning experiences. It identifies the kinds of sample, materials, measures, and analysis methods used to assess the quality of expertise differences, as well as what elements of and differences in visual expertise are revealed in particular assessment processes. In doing this, the study seeks to illuminate how assessing the quality of expertise differences matured over the past 20 years, noting that strategies of scanning brain activity and tracking eye movements are now being used in ways that augment traditional approaches such as using verbal reports and observing representational practices. The findings demonstrate how the assessment of visual expertise has become more multidisciplinary over the past two decades. Implications for educational practice and future research directions on the development of professional vision are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Career Education; Career Guidance; Counseling Effectiveness; Secondary School Students; Vocational Education; Prevocational Education; Competence; Learning Motivation; Internship Programs; Career Choice; Professional Identity; Personality Theories

Abstract:
In this article we focus on the effects of career education and guidance among students (ages 12-19) enrolled in prevocational and secondary vocational education in The Netherlands. Our study included 3,499 students and 166 teachers in 226 classes in 34 schools. The results showed that career competencies positively contributed to learning motivation, experienced quality of study choice, experienced fit of choice with learning tasks, and experienced fit of internship. Career identity positively contributed to career outcomes, and career dialogue contributed more than traditional interventions have with respect to career outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Guidelines; Ethics; Psychology; Psychologists; Criminology; Specialization; Professional Associations; National Standards; Best Practices; Responsibility; Competence; Relationship; Informed Consent; Conflict; Program Evaluation; Organizational Communication

Abstract:
In the past 50 years forensic psychological practice has expanded dramatically. Because the practice of forensic psychology differs in important ways from more traditional practice areas (Monahan, 1980) the "Specialty Guidelines for Forensic Psychologists" were developed and published in 1991 (Committee on Ethical Guidelines for Forensic Psychologists, 1991). These Specialty Guidelines for Forensic Psychology were developed by the American Psychology-Law Society (Division 41 of the American Psychological Association [APA]) and the American Academy of Forensic Psychology. They were adopted by the APA Council of Representatives on August 3, 2011. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Guidelines; School Psychology; High Schools; Secondary School Teachers; Teacher Education Curriculum; Best Practices; Teaching Methods; Educational Methods; Models; Educational Indicators; Academic Standards; Competence; National Standards; Course Objectives

Abstract:
Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competence; Search Committees (Personnel); Labor Market; Expectation; Higher Education

Abstract:
The academic job market is an exercise in captivity, and the author thinks that she is still its prisoner. A Ph.D. in history, the author is learning the rules of the game, and finding that search committees could do with a few lessons, too. In this article, the author shares how she found a way out.

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