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Descriptors:
Immigrants; Teaching Methods; Surgery; Foreign Countries; Medical Services; Patients; Expertise; Physicians; Injuries; Diseases; Urban Areas; Competition; Medical Education; Networks; Moral Values; Experiential Learning; Standards; Educational History

Abstract:
Due to its ascendancy as the administrative and commercial center of early modern England, London experienced sustained growth in the latter half of the sixteenth century, as waves of rural immigrants sought to enhance their material conditions by tapping into the city's bustling occupational and civic networks. The resultant crowded urban landscape fostered mounting demand for medical services, since injuries and ailments, ranging from consumption to contusions, proliferated within the city's teeming streets and markets. Due to consistently strong patient demand and the conventions of English common law, which stipulated that legal authorization to practice medicine was solely contingent upon patient consent, peddling medical services to the city's ill and infirm became an increasingly appealing--and potentially lucrative--venture. Consequently, London's largely unregulated medical marketplace--characterized by competition for patients, the mounting influence of print culture, and the emergence of small commercial networks--attracted a diverse array of practitioners, including university-educated physicians, guild-licensed surgeons, and a medley of specialist and itinerant practitioners. In the absence of effective institutional regulation, distinctions between medical practitioners and modes of treatment were often difficult to discern due to a lack of clearly defined legal demarcations. In response to such occupational fluidity, the Barber-Surgeons' Company--London's largest body of licensed medical practitioners and the city's only guilded branch of medicine before the advent of the Apothecaries' Company in 1617--endeavored to maintain exclusive control over the practice of surgery within the city. To prevent the encroachment of interlopers and foreign practitioners ineligible for guild membership, Company members devised an array of semiformal educational networks that reinforced their desire to train surgeons as proficient artisans, morally upright representatives of their occupational group, and agents of intellectual traditions ostensibly inaccessible to those excluded from the Company's ranks. Drawing inspiration from Andrew Abbott's notion of jurisdiction in the control of occupational skill and knowledge, this study argues that surgical education in early modern London was characterized by a synthesis of theoretical, experiential, and moral components that enabled members of the Barber-Surgeons' Company to bolster their expertise and erect occupational boundaries. By emulating prevailing paradigms of social disciplining--processes through which civic and guild authorities upheld order and stability within their communities by prescribing conventions of propriety and etiquette--the Company's self-conscious efforts to establish standards of occupational decorum and repress deviance not only mitigated the encroachment of interlopers, but also reinforced the nascent pre-professionalization of London's surgeons. (Contains 96 footnotes.) 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:
Social Sciences; Foreign Countries; Educational Development; Expertise; Graduate Study; Graduate Students; Self Concept; Educational Research; Research Needs; Student Adjustment

Abstract:
This paper explores and examines the distal and proximal systems which construct social science postgraduate study in the UK and analyses the emergent identities of postgraduate students as they negotiate the multiple and interacting practices in their transition to study. The data represent part of a one-year research project, funded by the Higher Education Academy, in which staff and students from five UK universities participated. The paper takes a socio-cultural perspective and situates staff and students in the wider macro context of policy and practice surrounding postgraduate study as well as exploring the micro processes which construct the proximal experience of the transition. We argue that the silence surrounding postgraduate transition in the literature must be addressed in light of existing literature and the present research, both of which suggest that the systems which construct postgraduate study are complex and challenging to students, who do not always receive the support they require. We discuss the practices which implicitly assume expertise in postgraduate students in contrast to student self-identification as confused and struggling. Commonalities with other educational transitions are identified but we argue that there are distinct aspects to postgraduate transition which require greater breadth of research with both successful and unsuccessful postgraduate students. 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:
Instructional Design; Work Environment; Corporations; Self Concept; Consultants; Problem Solving; Novices; Expertise; Differences; Decision Making; Locus of Control; Theory Practice Relationship; Time Management; Stress Management; Organizational Culture; Interpersonal Competence; Ambiguity (Context); Holistic Approach

Abstract:
This naturalistic inquiry investigated how instructional designers engage in complex and ambiguous problem solving across organizational boundaries in two corporations. Participants represented a range of instructional design experience, from novices to experts. Research methods included a participant background survey, observations of problem-solving activities, in-depth interviews, and analysis and evaluation of project documents and other tools. The findings revealed differences between experts and novices with regards to tolerance of ambiguity, expectations about their own roles in finding solutions for their clients, adaptability, attention to appropriate details, and management of workplace stress. The contrast between instructional design processes taught in universities and actual workplace practice was noted by both expert and novice participants. Experienced participants demonstrated adaptability in processes and communications to efficiently arrive at viable solutions for their clients. Expectation setting and relationship building emerged as techniques for creating environments supportive of instructional designers' problem-solving activities. (Contains 2 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:
Documentation; Writing Tests; Language Usage; Language Tests; English (Second Language); Expertise; Educational Research; Evaluation Criteria

Abstract:
This article reports the lexical diversity of summaries written by experts and test takers in an empirical study and then interrogates the (in)congruity between the conceptualisations of "summary" and "summarize" in the literature of educational research and the operationalization of summarization tasks in three international English language tests in relation to their task directions and assessment criteria. These analyses show that summarization is not a uniform construct; rather, it is multidimensional in terms of its purposes, functions, and practices in real-life contexts, and as a consequence not particularly well operationalized in language tests and so in need of precise definitions for specific assessment contexts. This conclusion has implications for designing summarization tasks and assessing task performance. First, clear and transparent task directions are essential to ensure that test takers and evaluators share a common understanding of a test task; test takers need to be instructed what kind of summary they are expected to produce, particularly what information to include and to exclude. Second, because summarization may well be a unique type of writing process, it is important to employ parameters different from and additional to those for independent composition writing in order to measure the quality of a summary effectively. (Contains 4 tables and 3 footnotes.) 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; Educational Change; Expertise; Semi Structured Interviews; Family Programs; Organizational Culture; Cooperation; Interprofessional Relationship; Integrated Services; Organizational Theories; Information Dissemination; Nursery Schools; Child Care Centers; Communication (Thought Transfer); Knowledge Management

Abstract:
This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004. Children's Centres serve to provide a place where children and families can access a number of services or be signposted to them. Anning (2001), Anning et al. (2006) suggested that some of the main difficulties appeared to be those of trying to combine the cultures of distinct services and professions into new ways of working and sharing professional knowledge. This research is considered with reference to professional journeys, professional identity and perceptions of knowledge. It builds upon the work of Robinson, Atkinson, and Dowling (2008) with reference to inter-professional processes and knowledge distribution, as well as previous work of ["name deleted to maintain the integrity of the review process"] in relation to common threads that draw professionals together. Socio-cultural theory, cultural identity theory, and organisational theory form the basis of the theoretical framework. The research considers how knowledge between different professionals is perceived and shared with reference to Bourdieu (1984), regarding the notion of "habitus" and Bhabha (1994) with reference to the creation of a new culture in terms of a "Third Space." It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty-five semi-structured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Since 1997 and the election of New Labour in Britain, integrated working has been high on the political agenda. At the time of writing it is less certain as to the direction of the new coalition government elected in May 2010. "Integrated working" is considered to be the integration of all services who work with children by working towards common goals by sharing information and expertise. These services include health, education and social care, but may also include psychological services, the police and services provided by voluntary organisations. 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:
Academic Achievement; Females; Ethnography; Disproportionate Representation; Middle School Students; Science Instruction; Science Education; Science Activities; Communities of Practice; Expertise; Case Studies; Grade 6; Grade 7; Grade 8; Clubs; Science Achievement

Abstract:
The underrepresentation of girls from nondominant backgrounds in the sciences and engineering continues despite recent gains in achievement. This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. Building a conceptual argument for identity trajectories, the authors discuss the ongoing, cumulative, and contentious nature of identity work and the mechanisms that foster critical shifts in trajectories. The authors argue that the girls view possible future selves in science when their identity work is recognized, supported, and leveraged toward expanded opportunities for engagement in science. This process yields layered meanings of (possible) selves and of science and reconfigures meaningful participation in science. (Contains 2 tables, 1 figure, and 1 note.) 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:
Classroom Environment; Communities of Practice; Programming; Expertise; Knowledge Level; Grade 6; Social Status; Role; Change; Group Dynamics; Teacher Student Relationship; Peer Relationship; Recognition (Achievement)

Abstract:
Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established roles in their classroom to gain status as expert programmers. We use an identity lens to understand how peer expertise was established in the context of a classroom community, adopting a multifaceted perspective of identity by focusing on an individual's narrativization of self, full, or peripheral participation among a group of people, and individuals' social recognition by others. Our findings point to the importance of both positive positioning by authority figures in the classroom and activities and roles that provide opportunities to establish intersubjectivity among peers in facilitating students' identities as experts in the classroom. Students' willingness to take up a new position in the established activity system also played a role. We consider implications of how making roles flexible within classroom stratification may provide opportunities for more students see themselves as experts. (Contains 3 footnotes.) 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:
Professional Development; Questionnaires; Semi Structured Interviews; Learning Motivation; Goal Orientation; Learning Activities; Self Evaluation (Individuals); Work Experience; Internal Medicine; Expertise; Self Management; Physicians; Workplace Learning; Learning Processes; Graduate Students; Medical Students; Physician Patient Relationship

Abstract:
This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants' learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient's sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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