Creating change agents for interprofessional education and practice: a leadership programme for academic staff and health practitioners     

Margo L Brewer  Helen Flavell  Franziksa Trede  Megan Smith 《International Journal of Leadership in Education》2018,21(5):580-592

Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.  相似文献   

To Share or Not to Share: A Study of Educational Dilemmas Regarding the Promotion of Creativity and Innovation in Entrepreneurship Education     

Mikkel Snorre Wilms Boysen  Lena Højgaard Jansen  Mathilde Knage 《Scandinavian Journal of Educational Research》2020,64(2):211-226

ABSTRACT

Within both society and education, economic and social entrepreneurship is considered to be of great importance. However, there appear to exist different and contradictory principles regarding the essence of this entrepreneurship. On the one hand, entrepreneurship is associated with economical concepts like competition, individual achievement and commodification. On the other hand, entrepreneurship is associated with collaboration, sharing and collective endeavors. The different notions and rationales represent a dilemma from an educational perspective, in the sense that the students may find themselves split between individual and collaborative methods and ideals. In this study, this dilemma is explored through a case study conducted in collaboration with students from the field of Social Education. The case study indicates that ambivalent notions about entrepreneurship, creativity and innovation entail a number of pedagogical challenges and produce occasional frustration among students. Especially, the students demonstrate different attitudes towards the concept of sharing ideas with their peers. At the end of the article, further educational implications of the study are discussed.  相似文献   

Feasibility and consequences of response to intervention: examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities   总被引：1，自引：0，他引：1  

Mastropieri MA  Scruggs TE 《Journal of learning disabilities》2005,38(6):525-531

This paper provides a response to the thoughtful paper presented by Gerber in this issue and at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium in Kansas City with guidance from five major questions posed by the organizers of the symposium. Gerber's paper provides interesting perspectives regarding the alternative approach to identification of learning disabilities (LD) or the "response to intervention" (RTI). Gerber raises questions and concerns about the theoretical and practical aspects of a response-to-intervention model on either a small- or large-scale basis. Guiding questions for this response include an examination of (a) changing roles of teachers and diagnosticians; (b) responsibility for fidelity of treatment implementation; (c) applications in secondary settings; (d) consistency of implementation from local to state to national levels; and (e) differentiation of LD from other disabilities. An alternative to both RTI and present procedures is proposed. Conclusions are discussed with respect to existing research-based evidence.  相似文献   

Workforce diversity in Kenyan public universities: an analysis of workforce representativeness and heterogeneity by employee gender and ethnic group     

Lynette G. Kisaka  Ellen P.W.A. Jansen  Adriaan W.H. Hofman 《Journal of Higher Education Policy & Management》2019,41(1):35-51

Workforce diversity is considered an indicator of successful diversity and equal employment opportunity initiatives. In Kenya, it is a legal requirement for all public establishments to seek to represent the diversity of the population in employment of staff. This study analyses ethnic and gender representativeness and heterogeneity of the workforce in public universities. The results show over-representation of certain ethnic groups and non-compliance with diversity requirements in most universities. Variations between universities with regard to workforce heterogeneity are not statistically significant. However, the link between workforce heterogeneity and degree of urbanisation of university location is statistically significant. The conclusion is that compliance with legal requirements does not necessarily translate into representativeness and heterogeneity of the workforce. A shift from legal compliance to planned increase in numbers of under-represented gender and ethnic groups through diversity initiatives that identify and address barriers to equal employment and discriminatory employment practices is recommended.  相似文献   

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute     

Jasperina Brouwer  Ellen Jansen 《高等教育研究与发展》2019,38(2):219-234

ABSTRACT

The ability to share knowledge is an important attribute that students develop in learning communities (LCs), enabling them to succeed in their education and careers. Insufficient research addresses the development of such knowledge sharing in LCs though, including whether it aligns with students’ success (i.e., grades). To address this gap, the current study investigates various determinants of knowledge sharing and their effects on student success. Survey data from 183 psychology students measure altruism, trust, belongingness (community identification), perceived social interaction, and attitudes toward and expectations of the benefits of knowledge sharing. A path analysis shows that trust affects the expected personal and community benefits of knowledge sharing indirectly, through students’ general attitudes toward knowledge sharing. Altruism, trust, and belongingness affect the personal benefits of knowledge sharing indirectly through social interaction. No significant relation emerges with first-year study success. Knowledge sharing as added attribute does not appear aligned with study success measured by individual course grades.  相似文献   

Learning via mnemonic pictures: Analysis of the presidential process     

Joel R. Levin  Beverly J. Dretzke  Christine B. McCormick  Thomas E. Scruggs  Julia E. McGivern  Margo A. Mastropieri Ph.D. in special education 《Educational technology research and development : ETR & D》1983,31(3):161-173

In three experiments, junior high school students learned the numerical order of 14 U.S. presidents according to either a complex mnemonic strategy or their own techniques. Reliable performancepattern differences between the two groups were detected, both in the presence and absence of overall level-of-recall differences. Chief among the pattern differences were the classic serial-position profiles produced by control subjects, but not by those using mnemonic strategies, and the slower response times (suggesting a more complex retrieval process) of subjects using mnemonic strategies.  相似文献   

Characteristics of High-Rated and Low-Rated Master's Degree Candidates in Counseling and Guidance     

David G. Jansen  George P. Robb  Edward C. Bonk 《Counselor Education & Supervision》1970,9(3):162-170

The relationship between intellective and non-intellective variables and counseling competence was investigated by comparing student counselors rated as falling within the top 25 percent in overall competence at the end of an evaluation seminar with their counterparts rated in the bottom 25 percent. Competence was operationally defined as a composite of knowledge of counseling theories and techniques, knowledge of and ability to use test data in counseling, and counseling skill. Significant differences between the high-rated and low-rated student counselors were observed on the dimension of chronological age, five of six intellective variables, and five of 11 non-intellective variables.  相似文献   

Deepening Understanding of Science and Mathematics Education Reform Principles: Novice Teachers Design Web-based Units Using Project 2061's Curriculum Analysis     

Lynch  Sharon  Pyke  Curtis  Jansen  Jennifer 《Journal of Science Teacher Education》2003,14(3):193-216

Journal of Science Teacher Education -  相似文献   

United States and Indonesian children's and adolescents' reports of relational aggression by disliked peers   总被引：3，自引：0，他引：3  

French DC  Jansen EA  Pidada S 《Child development》2002,73(4):1143-1150

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Personalizing Research: Special Educators’ Awareness of Evidence-Based Practice     

Mary Guckert  Margo A. Mastropieri  Thomas E. Scruggs 《Exceptionality》2016,24(2):63-78

Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers’ perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers’ awareness of research varies, and (c) teachers’ personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed.  相似文献