A Research Review of Nurse Teachers’ Competencies     

Tatjana Zlatanovic  Anton Havnes  Sølvi Mausethagen 《Vocations and Learning》2017,10(2):201-233

The conceptions of what constitutes nursing competence and how such competence is taught and learned are changing, due to rapid changes in in the health sector. Nurse teachers’ competencies for providing high-quality, up-to-date nursing education, are developing accordingly. This paper reviews the existing research on nurse teachers’ competencies and addresses how this research identifies, describes, and conceptualizes these competencies. A rigorous search, retrieval and appraisal process identified 25 relevant studies for inclusion in the review. A thematic synthesis was applied to the findings of the studies and subsequent themes were synthesized. The thematic synthesis of the empirical evidence resulted in the five broad themes: academic, nursing, and pedagogical competencies; attitudes; management and digital technology. However, these separate elements appeared to be highly integrated. Hence, this paper indicates that nurse teachers’ competencies may be assessed using a holistic approach, which could bring together the disparate attributes required for successful professional performance in specific situations.  相似文献   

Managing mergers — governancing institutional integration     

Frølich  Nicoline  Trondal  Jarle  Caspersen  Joakim  Reymert  Ingvild 《Tertiary Education and Management》2016,22(3):231-248

Despite striking similarities, the adoption and implementation of policy shifts regarding higher education governance vary considerably across the globe, suggesting a mixed picture of diversification and isomorphism both within and across national higher education systems. By unpacking one particular structural reform process, this paper focuses on mergers as both a governance tool and a governance result in higher education. The paper analyzes the strategic decisions taken by Norwegian higher education institutions during 2014 in the light of a proposed national reform to merge institutions in order to enhance quality in higher education. The empirical basis of the paper consists of analyses of the commissioned self-evaluations of the higher education institutions, and the strategic choices and dilemmas they expressed. The process can be seen as organizational engineering in the sense that it emerges from the self-evaluation process, but is also subject to governancing on the part of the ministry.  相似文献   

Facilitating qualitative research interviews for respondents with intellectual disability     

Hanne Marie Høybråten Sigstad  Veerle Garrels 《欧洲特需教育杂志》2018,33(5):692-706

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How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds     

Louise Flensted Rønberg  Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89

This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties.  相似文献   

Patterns in the form of formative feedback and student response     

Marianne Ellegaard  Linn Damsgaard  Jesper Bruun  Bjørn Friis Johannsen 《Assessment & Evaluation in Higher Education》2018,43(5):727-744

Formative feedback currently receives attention as an effective means of increasing student learning. However, how to frame feedback to achieve the best effect is an ongoing debate. In this study we analyse a written data-set of 174 segments of teacher feedback and student response, coded using 10 emergent feedback and 14 response categories. As it is argued that feedback is a dialogue between students and teacher, links between feedback and response segments are viewed as a dialogical framework that we visualise and understand using network analysis. From this network we conclude that some ways of formulating feedback are more productive and likely to lead to types of responses that signify learning than others. We thus identify the reflection group of responses, consisting of the categories reflective response, explanation and students investigate own thinking. The feedback categories that link primarily to the reflection group are open question, wondering question and leading question, which we categorise as the questioning group of feedback. We discuss these patterns against a previously published framework, and by discussing specific examples we further our understanding of what makes feedback formative.  相似文献   

Social Acceptance of Children with Intellectual Disabilities in an Integrated School Setting in Zambia: a pilot study     

Dabie Nabuzoka  John A. Rønning 《International Journal of Disability, Development & Education》1997,44(2):105-115

The social acceptance of a group of Zambian primary school children with intellectual disabilities by two groups of nondisabled children was examined. One group were in direct contact with the children with disabilities over a period of six months while the other was not. Nondisabled boys who had been in contact with children with disabilities had more positive attitudes than boys who had no direct contact, while no exposure effects were observed amongst girls. Gender differences amongst nondisabled children who had contact with peers with disabilities were not significant. Amongst the nondisabled children who had no contact with children with disabilities, girls had more positive attitudes than boys. The findings are preliminary, but offer directions for further research and have some implications for integrating children with disabilities into mainstream schools.  相似文献   

Essentializing postmodernity     

Thomas Aastrup Rømer 《Educational Philosophy and Theory》2018,50(14):1598-1599

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Implications of facilitated work-based learning implemented as an approach to continuing engineering education     

Bente Nørgaard 《European Journal of Engineering Education》2019,44(4):629-642

ABSTRACT

The development of employees’ skills and competences has become a key driver of economic growth in the developed world. It is widely recognised that enhancing people’s skills and competences will be a major cause of future competitive advantage. Consequently, companies need to be able to identify precise areas where they have, or can build, distinctive competences. To meet these needs, various models and approaches for continuing engineering education have emerged. One such approach is the facilitated work-based learning (FWBL) model, the aim of which is to introduce an approach to tailor-made courses built on work-based learning (WBL) and problem-based learning (PBL). This paper addresses the implementation of tailor-made continuing engineering education in company settings through the use of FWBL. It draws on a huge amount of documentation produced within the Via Nord project, which was supported by the European Social Fund and engaged various companies in northern Denmark. The aim is to investigate how the FWBL model worked in practice when implemented as a means for tailor-made continuing engineering education applied in a company setting.  相似文献   

The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements     

Velibor Bobo Kovac  David Lansing Cameron  Rune Høigaard 《教育心理学》2016,36(4):792-811

Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed.  相似文献   

Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency     

Kjell Lars Berge  Synnøve Matre  Randi Solheim  Lars S. Evensen  Hildegunn Otnes 《Assessment in Education: Principles, Policy & Practice》2019,26(1):6-25

This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.  相似文献