排序方式： 共有28条查询结果，搜索用时 15 毫秒
21.
Nalini Pather Phil Blyth Jamie A. Chapman Manisha R. Dayal Natasha A.M.S. Flack Quentin A. Fogg Rodney A. Green Anneliese K. Hulme Ian P. Johnson Amanda J. Meyer John W. Morley Peter J. Shortland Goran Štrkalj Mirjana Štrkalj Krisztina Valter Alexandra L. Webb Stephanie J. Woodley Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. 相似文献
22.
Lazarus Flora Charles Suryasen Rajneesh 《Education and Information Technologies》2022,27(5):5825-5855
Education and Information Technologies - The benefits of MOOCs have attracted many Higher Education institutions globally to use them as a means of increasing efficiency of education delivery and... 相似文献
23.
Across the Central Eastern European region, inclusive education has become a policy aim. Europeanization, influence of United Nations agencies, and shifts away from Soviet models of education have led to new policy aspirations for the inclusion of children with special education needs (SEN). At the same time, policies in many countries often lack the infrastructure or internal mechanisms required for successful implementation (such as funding, professional capacity, and public will). In this article, we examine one of these challenges: funding. Through simulations based on data collected by the authors in the Republic of Serbia, we examine approaches for funding children with SEN in inclusive classrooms without losing the supports provided to them in segregated settings. Our findings illustrate the possible approaches to adequate costing of inclusive education policies and potentially serve as a methodological reference beyond specific national contexts. They are, therefore, potentially applicable across Eastern European countries.
相似文献24.
In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. This includes the introduction of a new national curriculum to accommodate a diverse range of system and learner needs. The most recent education policy recommends a shift in thinking about 'special needs and support services' in this country towards a commitment to the development of an inclusive education and training system. The real challenge which faces this country will be in the implementation of these recommendations. 相似文献
25.
Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods of reporting (cross-sectional, cohort–static, and cohort–dynamic). We also investigated (a) the ways in which achievement gaps change when different analytical techniques (proficiency levels, scale scores, effect size) are used, and (b) the relationship between student achievement and the extent to which students’ special education status changes across years. We conclude by discussing the practical and policy implications of using the three methods for reporting data about the performance gap. 相似文献
26.
This study shows that it is possible for an objective scoring system to be developed for the KFD with high interjudge reliability. Since interrater reliabilities tend to be high, it appears that differences in drawings may be due to a child's mood changes, rather than to the instability of the instrument. 相似文献
27.
Adam B. Wilson Andrew J. Notebaert Audra F. Schaefer Bernard J. Moxham Shiby Stephens Caroline Mueller Michelle D. Lazarus Aaron Z. Katrikh Williams S. Brooks 《Anatomical sciences education》2020,13(1):91-101
In 2002, a widely publicized report projected an anatomy educator shortage based on department chairpersons' perceptions. Now, 17 years later, the question lingers: “Does an anatomy educator shortage persist and, if so, how severe is the shortage?” Trends in the number, type, and fill rate of anatomy educator job openings were explored by analyzing job posting in the United States over the past two years. A survey was distributed to leaders of anatomy-related departments in the United States, Canada, and European Union. Most departmental leaders who responded (65% or more) from the United States/Canada (n = 81) and the European Union (n = 52) anticipate they will have “moderate” to “great” difficulty hiring anatomy educators in gross anatomy, histology, and embryology over the next five years. Within the United States, the number of anatomy educator job postings at medical schools more than doubled from at least 21 postings in 2017 to 52 postings in 2018. Twenty-one percent of postings between 2017 and 2018 were never filled. While the number of anatomy educator openings within the United States/Canada is perceived to remain in a steady state for the next five years, the European Union estimates a five-fold increase in the number of openings. Departmental leaders prioritize anatomy educator applicants who have teaching experience (mean ± SD = 4.64 ± 0.84 on five-point Likert scale), versatility in teaching multiple anatomy disciplines (3.93 ± 1.07), and flexibility in implementing various teaching pedagogies (3.69 ± 1.17). Collectively, these data suggest the shortage of anatomy educators continues in the United States/Canada and the European Union. 相似文献
28.
Georgina C. Stephens Charlotte E. Rees Michelle D. Lazarus 《Anatomical sciences education》2019,12(4):332-348
The contribution of donor dissection to modern anatomy pedagogy remains debated. While short-term anatomy knowledge gains from dissection are questionable, studies suggest that donor dissection may have other impacts on students including influencing medical students' professional development, though evidence for such is limited. To improve the understanding of how anatomy education influences medical student professional development, the cross-sectional and longitudinal impacts of donor dissection on medical students' perceptions of ethics were explored. A cross-sectional and longitudinal qualitative study was undertaken at an Australian university where student responses to online discussion forums and in-person interviews were analyzed. Data were collected across the 1.5 years that undergraduate medical students received anatomy instruction (three semesters during first and second years). A total of 207 students participated in the online discussion forums, yielding 51,024 words; 24 students participated in at least 1 of 11 interviews, yielding over 11 hours of interview data. Framework analysis identified five themes related to ethics in an anatomical education context: (1) Dignity, (2) Beneficence, (3) Consent, (4) Justification for versus the necessity of dissection, and (5) Dichotomy of objectification and personification. The dominant themes of students' ethical perceptions changed with time, with a shift from focusing on donors as people, toward the utility of donors in anatomy education. Additionally, themes varied by student demographics including gender, ancestry, and religiosity. Together this study suggests a strong impact of donor dissection on priming students' focus on medical ethics and provides further advocacy for formal and purposeful integration of medical ethics with anatomy education. 相似文献