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Sample records for academic competencies itac

  1. Public Safety Core. Integrated Academic and Technical Competencies (ITAC).

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document, which lists the public safety core competencies that are part of the Integrated Academic and Technical Competencies (ITAC) in Ohio, is intended to assist individuals and organizations develop a course to provide students with knowledge and skills applicable to public safety careers, including but not limited to firefighter,…

  2. Practical Nursing. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the field of practical nursing; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  3. Nurse Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the nurse assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  4. Visual Communications Art. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the visual communications art profession; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed…

  5. Drafting. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the drafting industry; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for graduates…

  6. Electronics. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; and overview of the electronics field; an list acknowledging the professionals who helped develop the competency list; and the comprehensive listing of the professional or occupational competencies deemed essential for…

  7. Dental Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the dental assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  8. Human Resources/Services Career Cluster ITAC for Career-Focused Education. Integrated Technical & Academic Competencies.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    Designed for Ohio educators responsible for planning programs to prepare high school students for careers in human resources/services, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the human resources/services ITAC career cluster.…

  9. Core ITAC for Career-Focused Education. Integrated Technical & Academic Competencies.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This document introduces the underlying principles and components of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education, which combines high-level academics and technical skills with a real-life context for learning that maximizes students' present and future academic and career success. The document…

  10. Carpentry. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2001 Revision.

    ERIC Educational Resources Information Center

    Ohio State Board of Education, Columbus.

    This Ohio Integrated Technical and Academic Competency (ITAC) profile provides the professional or occupational competencies deemed essential for a graduate to perform proficiently in carpentry when he or she graduates from the specialization work force development program in industrial and engineering systems. The profile includes competency…

  11. Industrial & Engineering Systems Career Cluster ITAC for Career-Focused Education: Manufacturing Sub-Cluster. Integrated Technical & Academic Competencies.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    Designed for Ohio educators responsible for planning programs to prepare high school students for careers in the manufacturing industry, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the manufacturing subcluster of the industrial…

  12. Industrial & Engineering Systems Career Cluster ITAC for Career-Focused Education: Construction Sub-Cluster. Integrated Technical & Academic Competencies.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    Designed for Ohio educators responsible for planning programs to prepare high school students for careers in construction, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the construction subcluster of the industrial and engineering…

  13. Marketing Technology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document presents the Ohio Integrated Technical and Academic Competency profile for marketing technology. The profile is to serve as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs. The profile includes a comprehensive listing of 580 specialty and foundation key indicators for evaluating mastery of…

  14. Cosmetology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This publication provides the competencies and key indicators for a cosmetology program that prepares students to become licensed in the State of Ohio to work in the area of hair, skin, and/or nail care. Competencies and the related key indicators are presented for these 14 units: orientation to the cosmetology profession; dispensary operations…

  15. Precision Machining. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This publication provided the competencies and key indicators for a program that enables students to prepare for a number of occupations within the broader metalworking industry. Specializations include machinist, computer numerical control programmers, and maintenance and machine builders. Competencies and the related key indicators are presented…

  16. Building & Property Maintenance. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document presents an overview of the 2-year competency-based building and property maintenance programs offered in Ohio schools at the secondary and/or adult levels. The overview covers the attributes and qualifications required to be a successful worker in the industry and the typical tasks performed by building and property maintenance…

  17. Conversational Competence in Academic Settings

    ERIC Educational Resources Information Center

    Bowman, Richard F.

    2014-01-01

    Conversational competence is a process, not a state. Ithaca does not exist, only the voyage to Ithaca. Vibrant campuses are a series of productive conversations. At its core, communicative competence in academic settings mirrors a collective search for meaning regarding the purpose and direction of a campus community. Communicative competence…

  18. Contributions of Study Skills to Academic Competence.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth; Seibert, Jill K.

    2002-01-01

    Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify…

  19. Medical Assistant. [FasTrak Specialization Integrated Technical and Academic Competency (ITAC).] 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection…

  20. Criminal Justice. [FasTrak Specialization Integrated Technical and Academic Competency (ITAC).] 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This curriculum for a criminal justice program is designed for students interested in pursuing a future in law enforcement or a related public safety profession. The criminal justice program in the career-technical and adult education center is a two-year curriculum that is divided into these 14 units: orientation; legal aspects; communication…

  1. Socialization of perceived academic competence among highly competent children.

    PubMed

    Phillips, D A

    1987-10-01

    A sample of 81 academically competent third graders and their parents were studied (1) to determine whether the illusion of incompetence documented for fifth graders appears in younger children, (2) to examine whether parents' competence-related perceptions significantly distinguish children with varying levels of perceived academic competence, and (3) to develop a predictive model of the association between parent and child competence beliefs. More than 20% of the children--equal proportions of girls and boys--had self-perceptions that seriously underestimated their actual high abilities, and displayed a corresponding pattern of disparaging self- and other-achievement attitudes. Mothers' and fathers' perceptions of their children's abilities varied significantly with the perceived competence status of the children, as did the children's perceptions of their parents' appraisals. Using path analysis, preliminary support was found for a model in which children's perceptions of competence are influenced more by their parents' appraisals than by objective evidence of their achievements. The results are discussed in the context of research on the socialization of math attitudes and new work on parental belief systems. PMID:3665647

  2. 75 FR 24584 - Request for Nominations for the Industry Trade Advisory Committees (ITACs)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-05

    ... Electronic Commerce (ITAC 9) Nonferrous Metals and Building Materials (ITAC 10) Services and Finance...) Customs Matters and Trade Facilitation (ITAC 15) Intellectual Property Rights (ITAC 16) Standards and... 14); intellectual property rights (ITAC 15); and standards and technical trade barriers (ITAC 16)....

  3. Integrated Technology Assessment Center (ITAC) Update

    NASA Technical Reports Server (NTRS)

    Taylor, J. L.; Neely, M. A.; Curran, F. M.; Christensen, E. R.; Escher, D.; Lovell, N.; Morris, Charles (Technical Monitor)

    2002-01-01

    The Integrated Technology Assessment Center (ITAC) has developed a flexible systems analysis framework to identify long-term technology needs, quantify payoffs for technology investments, and assess the progress of ASTP-sponsored technology programs in the hypersonics area. For this, ITAC has assembled an experienced team representing a broad sector of the aerospace community and developed a systematic assessment process complete with supporting tools. Concepts for transportation systems are selected based on relevance to the ASTP and integrated concept models (ICM) of these concepts are developed. Key technologies of interest are identified and projections are made of their characteristics with respect to their impacts on key aspects of the specific concepts of interest. Both the models and technology projections are then fed into the ITAC's probabilistic systems analysis framework in ModelCenter. This framework permits rapid sensitivity analysis, single point design assessment, and a full probabilistic assessment of each concept with respect to both embedded and enhancing technologies. Probabilistic outputs are weighed against metrics of interest to ASTP using a multivariate decision making process to provide inputs for technology prioritization within the ASTP. ITAC program is currently finishing the assessment of a two-stage-to-orbit (TSTO), rocket-based combined cycle (RBCC) concept and a TSTO turbine-based combined cycle (TBCC) concept developed by the team with inputs from NASA. A baseline all rocket TSTO concept is also being developed for comparison. Boeing has recently submitted a performance model for their Flexible Aerospace System Solution for Tomorrow (FASST) concept and the ISAT program will provide inputs for a single-stage-to-orbit (SSTO) TBCC based concept in the near-term. Both of these latter concepts will be analyzed within the ITAC framework over the summer. This paper provides a status update of the ITAC program.

  4. Assessment and Intervention for Academic Task Attack Strategy Competencies

    ERIC Educational Resources Information Center

    Busse, R. T.; Lee, Charlene

    2015-01-01

    Many students who underachieve in schools may not be learning as effectively as they could. Direct assessments such as the Academic Competence Evaluation Scales (ACES), School Motivation and Learning Strategies Inventory (SMALSI), and the Academic Task Attack Checklist System (ATACS) can be used to evaluate students' knowledge and use of…

  5. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing.…

  6. In Practice: Using the "Developing Competency" Vector to Prepare Students for Competent Academic Major Exploration

    ERIC Educational Resources Information Center

    Galilee-Belfer, Mika

    2012-01-01

    Though many programs for undecided students focus on the "developing purpose" vector, the author argues that putting purpose before competency is putting the cart before the horse. In this article, she shares practical strategies she has used to help her students at the University of Arizona reach competence in understanding the academic world.…

  7. Academically Gifted Students' Perceived Interpersonal Competence and Peer Relationships

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula; Thomson, Dana Turner

    2012-01-01

    Perceptions of the interpersonal competence and peer relationships of 1,526 gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development were examined, using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate,…

  8. Management Competencies of Middle Managers in Large Academic Research Libraries.

    ERIC Educational Resources Information Center

    Bailey, Martha J.; Murphy, Marcy

    In order to validate the methodology used in the study by Jose-Marie Griffith and Donald W. King that is reported in "New Directions in Library and Information Science Education," this study examined the management competencies of middle managers in 11 large academic research libraries in the Midwest. The goals of the project were to provide a…

  9. Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher's Professional Competence

    ERIC Educational Resources Information Center

    Valeeva, Roza A.; Baykova, Olga V.; Kusainov, Askarbek K.

    2016-01-01

    The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of…

  10. Academic Orientation and Warmth in Mothers and Fathers of Preschoolers: Effects of Academic Skills and Self-Perceptions of Competence.

    ERIC Educational Resources Information Center

    Richman, Elizabeth R.; Rescorla, Leslie

    1995-01-01

    Examined the relationship of parental attitudes and parental warmth to child academic skills and self-perceptions of competence. Suggests that although parental warmth was not significantly correlated with parental attitudes about early academics, and neither academic attitudes nor warmth predicted child achievement on an Academic Skills…

  11. Personal and Ecological Assets and Academic Competence in Early Adolescence: The Mediating Role of School Engagement

    ERIC Educational Resources Information Center

    Li, Yibing; Lerner, Jacqueline V.; Lerner, Richard M.

    2010-01-01

    Although the role of school engagement in influencing children's academic competence has been recognized in past theory and research, how school engagement may mediate the relationships between ecological and personal resources and academic competence remains largely unknown. Using structural equation modeling procedures, the present study was…

  12. Relations among Maternal Parenting Style, Academic Competence, and Life Satisfaction in Chinese Early Adolescents

    ERIC Educational Resources Information Center

    Leung, Candice Y.-W.; McBride-Chang, Catherine; Lai, Beatrice P.-Y.

    2004-01-01

    The relations among maternal concern and restrictiveness, self-evaluated academic competence, and life satisfaction were explored in a short-term longitudinal study of 346 7th-grade students (126 males and 220 females) in Hong Kong. The authors found that perceived maternal concern, academic competence, and life satisfaction significantly declined…

  13. Preparation for College in the 1980s: The Basic Academic Competencies and the Basic Academic Curriculum. Project EQuality.

    ERIC Educational Resources Information Center

    College Entrance Examination Board, New York, NY.

    A statement regarding what is needed in academic preparation for college in the 1980s, which was developed during 1980-81 under th aegis of the College Board's Project EQuality, is presented. The work of school and college teacher in cooperation with other professionals addresses expectations about six basic academic competencies that should have…

  14. Adolescents and their parents' perceptions about parenting characteristics. Who can better predict the adolescent's academic competence?

    PubMed

    Pelegrina, Santiago; García-Linares, M Cruz; Casanova, Pedro F

    2003-12-01

    This study examined family factors reported by parents and their children in relation to children's academic competence. Adolescents and their parents (N=323) reported about the same family characteristics: parental acceptance and involvement in the children's education. Measures related to children's academic competence were: academic competence rated by the teacher, self-reported grades, perceived academic competence and motivational orientation. The results revealed low interrater agreement in family measures. Moreover, ratings by children about parenting characteristics seem higher than those of their parents in predicting academic-related measures. This was true especially in the case of children's reports on acceptance. However, in the case of involvement, parent's reports contributed towards predicting a higher number of variables. PMID:14643738

  15. Academic performance and social competence of adolescents: predictions based on effortful control and empathy.

    PubMed

    Zorza, Juan P; Marino, Julián; de Lemus, Soledad; Acosta Mesas, Alberto

    2013-01-01

    This study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

  16. Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

    ERIC Educational Resources Information Center

    Sungur, Semra; Senler, Burcu

    2010-01-01

    The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

  17. Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

    ERIC Educational Resources Information Center

    Cheung, Cecilia S.; McBride-Chang, Catherine

    2008-01-01

    A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

  18. A Study of the Competencies Needed of Entry-Level Academic Health Sciences Librarians

    ERIC Educational Resources Information Center

    Philbrick, Jodi Lynn

    2012-01-01

    The purpose of this study was to identify the professional and personal competencies that entry-level academic health sciences librarians should possess from the perspectives of academic health sciences library directors, library and information sciences (LIS) educators who specialize in educating health sciences librarians, and individuals who…

  19. Reliability and Structural Validity of The Teacher Rating Scales of Early Academic Competence

    ERIC Educational Resources Information Center

    Reid, Erin E.; Diperna, James C.; Missall, Kristen; Volpe, Robert J.

    2014-01-01

    Currently, there are few strengths-based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at-risk preschool populations. The Teacher Rating Scales of Early Academic…

  20. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  1. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    ERIC Educational Resources Information Center

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  2. Leadership Competencies for Academic Librarians: The Importance of Development and Fund-Raising.

    ERIC Educational Resources Information Center

    Winston, Mark D.; Dunkley, Lisa

    2002-01-01

    Discussion of the need for effective leadership and identifying leadership competencies for academic librarians focuses on the areas of development and fundraising. Describes areas of expertise, experience, and skills associated with academic development positions in colleges and universities as a basis for identifying relevant leadership…

  3. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  4. Towards an Integrated Approach to the Recognition of Professional Competence and Academic Learning

    ERIC Educational Resources Information Center

    Bravenboer, Darryll; Lester, Stan

    2016-01-01

    Purpose: The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially…

  5. Becoming Competent, Confident and Critically Aware: Tracing Academic Numeracy Development in Nursing

    ERIC Educational Resources Information Center

    Galligan, Linda

    2013-01-01

    This paper describes the mathematical journey of a mature aged nursing student as she struggles to become more academically numerate. Within the paper, academic numeracy is defined around three features: competence, confidence and critical awareness of both the context of mathematics and students' own relationship with mathematics. It then uses…

  6. The Impact of Supplemental Instruction on Learning Competence and Academic Performance

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2010-01-01

    This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and…

  7. Academic Freedom, the First Amendment and Competing Stakeholders: The Dynamics of a Changing Balance

    ERIC Educational Resources Information Center

    Jorgensen, James D.; Helms, Lelia B.

    2008-01-01

    The Supreme Court first affirmed the importance of academic freedom in 1957. Yet in subsequent cases, First Amendment precedent has displaced the concept of academic freedom to resolve disputes among competing interests on public campuses, primarily in favor of institutions. This paper draws on the concepts of path dependence and policy space to…

  8. Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Irvin, Matthew J.; Sgammato, Adrienne N.; Dadisman, Kimberly; Thompson, Jana H.

    2009-01-01

    This study examined interpersonal competence configurations in a sample of 315 fifth-grade students (170 girls and 145 boys) from 8 elementary schools in the Appalachian region. Teachers completed the Interpersonal Competence Scale-Teacher (ICS-T) for each student. The ICS-T consists of 18 7-point Likert scales to assess academic achievement,…

  9. Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

    ERIC Educational Resources Information Center

    Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

    2016-01-01

    This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

  10. Organisation of English for Academic Purposes Activity for Developing Communicative Competence

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2009-01-01

    Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Aim of the research is to work out English for Academic Purposes activity organization model and its introducing sequence for promoting communicative competence. Content: the search for English for Academic…

  11. Competency Modeling in Extension Education: Integrating an Academic Extension Education Model with an Extension Human Resource Management Model

    ERIC Educational Resources Information Center

    Scheer, Scott D.; Cochran, Graham R.; Harder, Amy; Place, Nick T.

    2011-01-01

    The purpose of this study was to compare and contrast an academic extension education model with an Extension human resource management model. The academic model of 19 competencies was similar across the 22 competencies of the Extension human resource management model. There were seven unique competencies for the human resource management model.…

  12. Aggression, social competence, and academic achievement in Chinese children: a 5-year longitudinal study.

    PubMed

    Chen, Xinyin; Huang, Xiaorui; Chang, Lei; Wang, Li; Li, Dan

    2010-08-01

    The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

  13. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years

    PubMed Central

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2014-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first three years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through mid-adolescence in a manner consistent with an Enduring Effects model of development and extended these findings using heterotypic indicators of social (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes PMID:25521785

  14. Academic Persistence and Black University Students' Perceived Personal Competencies.

    ERIC Educational Resources Information Center

    Steward, Robbie J.; Jackson, James

    This study of the correlation between the self-concept of black university students and their academic persistence supports previous research identifying the importance of self-efficacy in academic persistence. Forty of the 115 18-year-old, American-born black freshmen, who lived on campus at a large predominantly white university, volunteered to…

  15. The relationship between competencies acquired through Swiss academic sports science courses and the job requirements.

    PubMed

    Schlesinger, T; Studer, F; Nagel, S

    2016-01-01

    In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges.

  16. Intellectual Competence and Academic Performance: Preliminary Validation of a Model

    ERIC Educational Resources Information Center

    Chamorro-Premuzic, Tomas; Arteche, Adriane

    2008-01-01

    The present study provides a preliminary empirical test of [Chamorro-Premuzic, T., & Furnham, A. (2004). A possible model to understand the personality-intelligence interface. "British Journal of Psychology," 95, 249-264], [Chamorro-Premuzic, T., & Furnham, A. (2006a). Intellectual competence and the intelligent personality: A third way in…

  17. Academics and competing interests in H1N1 influenza media reporting

    PubMed Central

    Mandeville, Kate L; O'Neill, Sam; Brighouse, Andrew; Walker, Alice; Yarrow, Kielan; Chan, Kenneth

    2014-01-01

    Background Concerns have been raised over competing interests (CoI) among academics during the 2009 to 2010 A/H1N1 pandemic. Media reporting can influence public anxiety and demand for pharmaceutical products. We assessed CoI of academics providing media commentary during the early stages of the pandemic. Methods We performed a retrospective content analysis of UK newspaper articles on A/H1N1 influenza, examining quoted sources. We noted when academics made a risk assessment of the pandemic and compared this with official estimations. We also looked for promotion or rejection of the use of neuraminidase inhibitors or H1N1-specific vaccine. We independently searched for CoI for each academic. Results Academics were the second most frequently quoted source after Ministers of Health. Where both academics and official agencies estimated the risk of H1N1, one in two academics assessed the risk as higher than official predictions. For academics with CoI, the odds of a higher risk assessment were 5.8 times greater than those made by academics without CoI (Wald p value=0.009). One in two academics commenting on the use of neuraminidase inhibitors or vaccine had CoI. The odds of CoI in academics promoting the use of neuraminidase inhibitors were 8.4 times greater than for academics not commenting on their use (Fisher's exact p=0.005). Conclusions There is evidence of CoI among academics providing media commentary during the early H1N1 pandemic. Heightened risk assessments, combined with advocacy for pharmaceutical products to counter this risk, may lead to increased public anxiety and demand. Academics should declare, and journalists report, relevant CoI for media interviews. PMID:24218071

  18. Predictors of situational disengagement in the academic setting: the contribution of grades, perceived competence, and academic motivation.

    PubMed

    Stephan, Yannick; Caudroit, Johan; Boiché, Julie; Sarrazin, Philippe

    2011-09-01

    BACKGROUND. Although psychological disengagement is a well-documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. AIMS. The purpose of the present study was to identify the predictors of situational disengagement in a physical education (PE) setting. In line with the core postulate of psychological disengagement, it was hypothesized that grades contribute to discounting through a decrease in perceived competence. Drawing upon self-determination theory, it was also expected that devaluing reflects the motivational orientations of individuals. SAMPLE. A total of 120 students who were in seventh, eighth, and ninth grades. METHOD. Students were asked to report their motivation towards PE and their perceived competence at the beginning of a 10-week cycle. Perceived competence in PE and psychological disengagement were assessed at the end of cycle, after grades were communicated individually to each student. RESULTS. The results revealed that grades significantly predicted discounting, through perceived competence, but did not predict devaluing. Devaluing was negatively predicted by integrated and identified regulations, and positively predicted by amotivation, whereas no motivational variables were related to discounting. CONCLUSION. The present study extends the core postulate of psychological disengagement to situational disengagement. It revealed that students may temporarily disengage their self-esteem from performance feedback through discounting, but are less inclined to devalue the academic domain when faced with negative feedback in a particular situation because of their motivational orientations.

  19. New Directions in Library and Information Science Education. Final Report. Volume 2.1: Academic Librarian Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by librarians working in an academic library. The activities and competencies are organized according to the functions which academic librarians perform: acquisitions; cataloging; circulation and reader services; collection maintenance; interlibrary loan; management; reference;…

  20. Studying the Impact of Academic Mobility on Intercultural Competence: A Mixed-Methods Perspective

    ERIC Educational Resources Information Center

    Cots, Josep M.; Aguilar, Marta; Mas-Alcolea, Sònia; Llanes, Àngels

    2016-01-01

    This paper contributes to the study of the impact of academic mobility on the development of students' intercultural competence (IC). Following Byram, IC is seen as comprising the three components of knowledge, behaviour and attitude. The study adopts a mixed-methods approach, analysing the results of a quantitative pre-stay post-stay survey…

  1. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  2. Developmental Pathways Linking Externalizing Symptoms, Internalizing Symptoms, and Academic Competence to Adolescent Substance Use

    ERIC Educational Resources Information Center

    Englund, Michelle M.; Siebenbruner, Jessica

    2012-01-01

    This study extends previous research investigating the developmental pathways predicting adolescent alcohol and marijuana use by examining the cascading effects of externalizing and internalizing symptoms and academic competence in the prediction of use and level of use of these substances in adolescence. Participants (N = 191) were drawn from a…

  3. Beyond Beliefs: Parent and Child Behaviors and Children's Perceived Academic Competence.

    ERIC Educational Resources Information Center

    Wagner, Barry M.; Phillips, Deborah A.

    1992-01-01

    Third graders with high achievement levels were observed while they worked with their parents on solvable and unsolvable problems. The children's perceptions of their academic competence were related to the father's warmth during the work on the problems and to the child's type of behavior while working on unsolvable problems. (BC)

  4. Adolescent Siblings' Daily Discussions: Connections to Perceived Academic, Athletic, and Peer Competency

    ERIC Educational Resources Information Center

    Tucker, Corinna Jenkins; Winzeler, Abby

    2007-01-01

    First- and second-born adolescent siblings from 21 families completed a daily diary on each of 7 days. The frequency and content of siblings' conversations are described and the relationship between the content of siblings' discussion and their perceived academic, athletic, and peer competency is explored. Siblings most often talked about…

  5. Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Seruwagi, Gerald

    2013-01-01

    The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…

  6. Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

    ERIC Educational Resources Information Center

    Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.

    2012-01-01

    The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self…

  7. Self-Representations of Social and Academic Competence: Contextual Correlates in Middle Childhood

    ERIC Educational Resources Information Center

    Isabella, Russell A.; Diener, Marissa L.

    2010-01-01

    Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower…

  8. Demographic and Educational Influences on Academic Motivation, Competence, and Achievement in Minority Urban Students.

    ERIC Educational Resources Information Center

    Marcon, Rebecca A.

    Using the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (S. Harter, 1980) and the Self-Perception Profile for Children (S. Harter, 1985), this study of 222 urban early adolescents (median age=149 months) examined differences in motivation that might affect academic achievement and perceptions of competence. Socioeconomic status…

  9. Authoritative Parenting, Parental Scaffolding of Long-Division Mathematics, and Children's Academic Competence in Fourth Grade

    ERIC Educational Resources Information Center

    Mattanah, J.F.; Pratt, M.W.; Cowan, P.A.; Cowan, C.P.

    2005-01-01

    The current study examined the relationships among authoritative parenting, parental scaffolding of long-division math problems, and children's academic competence. In a sample of 70 two-parent middle class families participating in a longitudinal study on the transition to school, authoritative parenting was assessed globally at the beginning of…

  10. To Be or Not to Be? Pupils' Explanations of the Malleability of Their Academic Competencies

    ERIC Educational Resources Information Center

    Raty, Hannu; Karkkainen, Riitta; Kasanen, Kati

    2010-01-01

    Purpose: The present study set out to examine the grounds on which pupils explain their possibilities of improving their competencies in mathematics and Finnish. Sample: A total of 103 girls and boys of the third grade (age nine years) and the sixth grade (age 12 years), children of academically and vocationally educated parents, were interviewed.…

  11. Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety

    ERIC Educational Resources Information Center

    Wood, Jeffrey J.

    2007-01-01

    This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers'…

  12. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  13. A Survey of New Zealand Academic Reference Librarians: Current and Future Skills and Competencies

    ERIC Educational Resources Information Center

    Chawner, Brenda; Oliver, Gillian

    2013-01-01

    A survey of New Zealand academic subject/reference librarians was conducted in mid-2011 to identify the most highly valued knowledge, skills and competencies of reference librarians working in libraries in the tertiary sector. The project was part of an international collaborative project involving 13 countries. The results from New Zealand show…

  14. Cultural Competency Education in Academic Dental Institutions in Australia and New Zealand: A Survey Study.

    PubMed

    Nicholson, Sheree L; Hayes, Melanie J; Taylor, Jane A

    2016-08-01

    The aim of this study was to assess the status of cultural competency education in Australian and New Zealand dental, dental hygiene, and oral health therapy programs. The study sought to explore the extent to which cultural competence is included in these programs' curricula, building on similar studies conducted in the United States and thus contributing to the international body of knowledge on this topic. A 12-item instrument was designed with questions in four areas (demographics, content of cultural competency education, organization of overall program curriculum, and educational methods used to teach cultural competence) and was sent to all Australian and New Zealand dental, dental hygiene, and oral health therapy educational programs. Of the total 24 programs, 15 responded for a response rate of 62.5%. The results showed that lectures were the most frequent teaching method used in cultural competency education; however, the variation in responses indicated inconsistencies across study participants, as discussions and self-directed learning also featured prominently in the responses. The majority of respondents reported that cultural competence was not taught as a specific course but rather integrated into their programs' existing curricula. The variations in methods may indicate the need for a standardized framework for cultural competency education in these countries. In addition, the notion of cultural competency education in academic dental institutions demands additional evaluation, and further research is required to develop a solid evidence base on which to develop cultural competency education, specifically regarding content, most effective pedagogies, and assessment of student preparedness. PMID:27480708

  15. Engagement in after-school programs as a predictor of social competence and academic performance.

    PubMed

    Shernoff, David J

    2010-06-01

    Using the experience sampling method, this study examined two questions related to outcomes associated with after-school programming. First, does the quality of experience in after-school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after-school programs during 1 week in the fall and spring of the 2001-2002 academic year. Engagement during after-school hours partially mediated the relationship between participation in after-school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after-school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after-school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.

  16. Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School

    PubMed Central

    Herman, Keith C.; Lambert, Sharon F.; Reinke, Wendy M.; Ialongo, Nicholas S.

    2013-01-01

    The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive symptoms in 7th grade, controlling for a host of correlated constructs (conduct problems, inattention, social problems). Perceived control in 6th grade mediated the effect of academic competence on depressive symptoms. Although the models fit the data well for both boys and girls, the path coefficients were notably larger for girls; in particular, multiple-group analysis revealed a statistically stronger effect of low academic competence on perceptions of control for girls. The study and findings fit well with counseling psychologists’ commitment to prevention activities and to culture-specific research. Implications for designing interventions and prevention strategies for children with early academic problems are discussed. PMID:26279587

  17. Academic Performance vs. Academic Persistence: A Study of Black Students' Perceived Personal Competency.

    ERIC Educational Resources Information Center

    Steward, Robbie J.; Jackson, James D.

    1990-01-01

    Entering Black freshmen at a predominantly White university who completed a questionnaire (40 of 115) were followed up after the first semester of their fourth year. Students who had higher first year grade point averages and who perceived themselves as more competent in adapting, coping, planning, and other behavior were more likely to persist…

  18. The enduring predictive significance of early maternal sensitivity: social and academic competence through age 32 years.

    PubMed

    Raby, K Lee; Roisman, Glenn I; Fraley, R Chris; Simpson, Jeffry A

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes.

  19. Identification and Development of Academic and Higher-Order Workplace Competencies in the Missouri Marketing Education Core Curriculum. Section I.

    ERIC Educational Resources Information Center

    Ruhland, Sheila K.; Wilkinson, Richard F.

    This document provides an overview of a project to identify the basic academic skills, advanced academic skills, and the higher-order workplace competencies for marketing education. It describes the following project activities: review of current literature and research in the field; review by business and industry representatives of the skills…

  20. Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement

    ERIC Educational Resources Information Center

    Quiroga, Cintia V.; Janosz, Michel; Bisset, Sherri; Morin, Alexandre J. S.

    2013-01-01

    Research on adolescent well-being has shown that students with depression have an increased risk of facing academic failure, yet few studies have looked at the implications of adolescent depression in the process of school dropout. This study examined mediation processes linking depression symptoms, self-perceived academic competence, and…

  1. The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation between Competence and Affect Components

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus

    2011-01-01

    Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and…

  2. Do Pre-Entry Tests Predict Competencies Required to Excel Academically in Law School?: An Empirical Investigation

    ERIC Educational Resources Information Center

    Wamala, Robert

    2016-01-01

    Purpose: Prospective students of law are required to demonstrate competence in certain disciplines to attain admission to law school. The grounding in the disciplines is expected to demonstrate competencies required to excel academically in law school. The purpose of this study is to investigate the relevance of the law school admission test to…

  3. Competency-based medical education and scholarship: Creating an active academic culture during residency.

    PubMed

    Bourgeois, James A; Hategan, Ana; Azzam, Amin

    2015-10-01

    The competency-based medical education movement has been adopted in several medical education systems across the world. This has the potential to result in a more active involvement of residents in the educational process, inasmuch as scholarship is regarded as a major area of competency. Substantial scholarly activities are well within the reach of motivated residents, especially when faculty members provide sufficient mentoring. These academically empowered residents have the advantage of early experience in the areas of scholarly discovery, integration, application, and teaching. Herein, the authors review the importance of instituting the germinal stages of scholarly productivity in the creation of an active scholarly culture during residency. Clear and consistent institutional and departmental strategies to promote scholarly development during residency are highly encouraged.

  4. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    PubMed Central

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children’s social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. Participants included 1,117 children enrolled in the NICHD Early Child Care Study. During preschool, mothers and childcare providers rated children’s temperamental shyness and inhibitory control, and SPS was assessed using a hypothetical-reflective measure during a laboratory visit. During kindergarten and first grade, teacher-report of math and language skills was collected. Results indicated that high ratings of inhibitory control in preschool, but not shyness, predicted better kindergarten and first grade academic skills. Furthermore, children’s SPS competence mediated the relations between both shyness and inhibitory control on later academic skills. The child’s sex did not moderate these associations. Results suggest that preventative efforts targeting early SPS skills may buffer against later academic adjustment problems among temperamentally extreme children. PMID:23355765

  5. Integrated Technology Air Cleaners (ITAC): Design and Evaluation

    SciTech Connect

    Fisk, William J.; Cohn, Sebastian; Destaillats, Hugo; Henzel, Victor; Sidheswaran, Meera; Sullivan, Douglas P.

    2013-09-13

    The primary objective of this project was to design, build, and test an air cleaner for residential use with the potential to substantially improve indoor air quality, or maintain indoor air quality unchanged, when outdoor air ventilation rates are reduced to save energy. Two air cleaners were designed and fabricated. The design targets for airflow rate, fan power, and projected cost were met. In short term laboratory studies, both units performed as expected; however, during field studies in homes, the formaldehyde removal performance of the air cleaners was much lower than expected. In subsequent laboratory studies, incomplete decomposition of some indoor air volatile organic compounds, with formaldehyde as a product of partial decomposition of volatile organic compounds, was confirmed as the explanation for the poor formaldehyde removal performance in the field studies. The amount of formaldehyde produced per unit of decomposition of other volatile organic compounds was substantially diminished by increasing the amount of catalyst on the filter and also by decreasing the air velocity. Together, these two measures reduced formaldehyde production, per unit destruction of other volatile organic compounds, by a factor of four, while increasing the removal efficiency of volatile organic compounds by a factor of 1.4. A company with a southern California office is conducting studies in conjunction with Lawrence Berkeley National Laboratory, with the goal of incorporating the ITAC catalytic air cleaning technology in their future commercial products.

  6. Parental Psychological Autonomy and Children's Academic Competence and Behavioral Adjustment in Late Childhood: More than just Limit-Setting and Warmth.

    ERIC Educational Resources Information Center

    Mattanah, Jonathan F.

    2001-01-01

    Examined links between 91 fourth graders' academic competence and behavioral adjustment and mothers' and fathers' psychological autonomy, controlling for effects of parental limit-setting and warmth. Found that fathers' psychological autonomy was a unique correlate to greater academic competence and fewer signs of depression in the classroom,…

  7. California Diploma Project Technical Report I: Crosswalk Study--Crosswalk of the Intersegmental Committee for the Academic Senate Statements of Competencies to the Common Core State Standards

    ERIC Educational Resources Information Center

    McGaughy, Charis; de Gonzalez, Alicia

    2012-01-01

    The Educational Policy Improvement Center (EPIC) conducted an investigation of the Intersegmental Committee for the Academic Senates (ICAS) Statements of Competencies for Mathematics and Academic Literacy. The purpose of this work is to understand how the ICAS competencies relate to college and career readiness, as represented by the augmented…

  8. The Links of Family Processes with Children's Academic and Psychosocial Competence in Rural Single-Parent African American Families.

    ERIC Educational Resources Information Center

    Brody, Gene H.

    A study examined the links among mothers' endorsement of developmental goals, use of competence-promoting parenting practices, youth self-regulation, and academic and psychosocial outcomes. A sample of 175 single-mother-headed African American families with a 6- to 9-year-old child was recruited from nonmetropolitan counties in Georgia. Interviews…

  9. The American Association of Community Colleges (AACC) Leadership Competencies as Gauged through the Voices of Female Academic Senators

    ERIC Educational Resources Information Center

    Ferri-Milligan, Paula

    2014-01-01

    The purpose of this qualitative study was to explore faculty perceptions about effective leadership skills, knowledge, and qualities as identified by female community college academic senators and to examine the relationship of those perceptions to the American Association of Community Colleges (AACC) leadership competencies. Examining the…

  10. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years

    ERIC Educational Resources Information Center

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…

  11. Comparative study of an externship program versus a corporate-academic cooperation program for enhancing nursing competence of graduating students

    PubMed Central

    2013-01-01

    Background New graduates report intense stress during the transition from school to their first work settings. Managing this transition is important to reduce turnover rates. This study compared the effects of an externship program and a corporate-academic cooperation program on enhancing junior college students’ nursing competence and retention rates in the first 3 months and 1 year of initial employment. Methods This two-phase study adopted a pretest and posttest quasi-experimental design. All participants were graduating students drawn from a 5-year junior nursing college in Taiwan. There were 19 and 24 students who participated in the phase I externship program and phase II corporate-academic cooperation program, respectively. The nursing competence of the students had to be evaluated by mentors within 48 hours of practicum training and after practicum training. The retention rate was also surveyed at 3 months and 1 year after beginning employment. Results Students who participated in the corporate-academic cooperation program achieved a statistically significant improvement in nursing competence and retention rates relative to those who participated in the externship program (p < 0.01 and p < 0.05, respectively). Conclusions The corporate-academic cooperation program facilitates the transition of junior college nursing students into independent staff nurses, enhances their nursing competence, and boosts retention rates. PMID:23945287

  12. Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

    ERIC Educational Resources Information Center

    Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

    2011-01-01

    This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

  13. Perceived Behavioral and Academic Competence in Middle Childhood: Influences of a Community-Based Youth Development Program.

    ERIC Educational Resources Information Center

    Hudley, Cynthia

    This paper reports findings from a longitudinal study that investigated ways in which a comprehensive youth development program could support social and academic competence and reduce aggression in middle childhood for students living in public housing. Children residing in public housing complexes in southern California who participated in a 4H…

  14. There is no "i" in teamwork in the patient-centered medical home: defining teamwork competencies for academic practice.

    PubMed

    Leasure, Emily L; Jones, Ronald R; Meade, Lauren B; Sanger, Marla I; Thomas, Kris G; Tilden, Virginia P; Bowen, Judith L; Warm, Eric J

    2013-05-01

    Evidence suggests that teamwork is essential for safe, reliable practice. Creating health care teams able to function effectively in patient-centered medical homes (PCMHs), practices that organize care around the patient and demonstrate achievement of defined quality care standards, remains challenging. Preparing trainees for practice in interprofessional teams is particularly challenging in academic health centers where health professions curricula are largely siloed. Here, the authors review a well-delineated set of teamwork competencies that are important for high-functioning teams and suggest how these competencies might be useful for interprofessional team training and achievement of PCMH standards. The five competencies are (1) team leadership, the ability to coordinate team members' activities, ensure appropriate task distribution, evaluate effectiveness, and inspire high-level performance, (2) mutual performance monitoring, the ability to develop a shared understanding among team members regarding intentions, roles, and responsibilities so as to accurately monitor one another's performance for collective success, (3) backup behavior, the ability to anticipate the needs of other team members and shift responsibilities during times of variable workload, (4) adaptability, the capability of team members to adjust their strategy for completing tasks on the basis of feedback from the work environment, and (5) team orientation, the tendency to prioritize team goals over individual goals, encourage alternative perspectives, and show respect and regard for each team member. Relating each competency to a vignette from an academic primary care clinic, the authors describe potential strategies for improving teamwork learning and applying the teamwork competences to academic PCMH practices. PMID:23524923

  15. Predicting academic performance and clinical competency for international dental students: seeking the most efficient and effective measures.

    PubMed

    Stacey, D Graham; Whittaker, John M

    2005-02-01

    Measures used in the selection of international dental students to a U.S. D.D.S. program were examined to identify the grouping that most effectively and efficiently predicted academic performance and clinical competency. Archival records from the International Dental Program (IDP) at Loma Linda University provided data on 171 students who had trained in countries outside the United States. The students sought admission to the D.D.S. degree program, successful completion of which qualified them to sit for U.S. licensure. As with most dental schools, competition is high for admission to the D.D.S. program. The study's goal was to identify what measures contributed to a fair and accurate selection process for dental school applicants from other nations. Multiple regression analyses identified National Board Part II and dexterity measures as significant predictors of academic performance and clinical competency. National Board Part I, TOEFL, and faculty interviews added no significant additional help in predicting eventual academic performance and clinical competency.

  16. Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences

    ERIC Educational Resources Information Center

    Baerenholdt, Jorgen Ole; Gregson, Nicky; Everts, Jonathan; Granas, Brynhild; Healey, Ruth L.

    2010-01-01

    How can we find ways of training PhD students in academic practices, while reflexively analysing how academic practices are performed? The paper's answer to this question is based on evaluations from a British-Nordic master class. The paper discusses how master classes can be used to train the discursive skills required for academic discussion,…

  17. Predictors of Situational Disengagement in the Academic Setting: The Contribution of Grades, Perceived Competence, and Academic Motivation

    ERIC Educational Resources Information Center

    Stephan, Yannick; Caudroit, Johan; Boiche, Julie; Sarrazin, Philippe

    2011-01-01

    Background: Although psychological disengagement is a well-documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. Aims: The purpose of the present study was to…

  18. Younger Children Experience Lower Levels of Language Competence and Academic Progress in the First Year of School: Evidence from a Population Study

    ERIC Educational Resources Information Center

    Norbury, Courtenay Frazier; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew

    2016-01-01

    Background: The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.…

  19. Making Standards Work! A Teacher's Guide to Integrating Academic Content Standards and Assessments with Workplace Competencies and School-to-Career Activities.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This handbook, which is intended for K-12 teachers in Colorado, explains how to integrate academic content standards and assessments with workplace competencies and school-to-career activities. The handbook is divided into four sections. The first presents the Colorado General Workplace Competencies, which describe the skills and knowledge…

  20. A Psychoeducational Group Model to Build Academic Competence in New Middle School Students

    ERIC Educational Resources Information Center

    Brannigan, Michael

    2007-01-01

    Students entering middle school are faced with many challenges and opportunities. School counselors can optimally assist them in their journey through academic development by providing skill building experiences. With study skills and the ability to self-advocate, students can build a solid foundation upon which confidence and academic performance…

  1. Implications of Socioeconomic Status on Academic Competence: A Perspective for Teachers

    ERIC Educational Resources Information Center

    Cedeño, Luis F.; Martínez-Arias, Rosario; Bueno, José A.

    2016-01-01

    Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and…

  2. Canadian Youths' Trajectories of Psychosocial Competencies through University: Academic and Romantic Affairs Matter

    ERIC Educational Resources Information Center

    Lascano, Dayuma Ixchel Vargas; Galambos, Nancy L.; Hoglund, Wendy L.

    2014-01-01

    The increasingly prolonged transition to adulthood has raised concerns about the nature and timing of growth in the attainment of important psychosocial competencies in young people. Changes over time in self-reported competencies (work orientation, identity, intimacy) were examined in 198 Canadians, who were followed for the first 4 years of…

  3. Conditions That Promote the Academic Performance of College Students in a Remedial Mathematics Course: Academic Competence, Academic Resilience, and the Learning Environment

    ERIC Educational Resources Information Center

    Foshee, Cecile Mary

    2013-01-01

    Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are…

  4. 75 FR 57827 - Notice of Meeting of the Committee of Chairs of the Industry Trade Advisory Committees (ITACs)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-22

    ... From the Federal Register Online via the Government Publishing Office OFFICE OF THE UNITED STATES... Committees (ITACs) AGENCY: Office of the United States Trade Representative. ACTION: Notice of a partially... be held at the U.S. Department of Commerce, Room 4830, located at 14th Street and......

  5. 77 FR 43416 - Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority Business (ITAC-11)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-24

    ... TRADE REPRESENTATIVE Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority... opened meeting. SUMMARY: The Industry Trade Advisory Committee on Small and Minority Business (ITAC-11.... --Congressional perspective on trade barriers for small and minority business. --Update on pending...

  6. 76 FR 60582 - Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority Business (ITAC-11)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-29

    ... From the Federal Register Online via the Government Publishing Office OFFICE OF THE UNITED STATES TRADE REPRESENTATIVE Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority... meeting. SUMMARY: The Industry Trade Advisory Committee on Small and Minority Business (ITAC-11) will...

  7. 75 FR 54416 - Notice of Meeting of the Committee of Chairs of the Industry Trade Advisory Committees (ITACs)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-07

    ... held at the U.S. Department of Commerce, Room 4830, located at 14th Street and Constitution Avenue, NW... From the Federal Register Online via the Government Publishing Office OFFICE OF THE UNITED STATES... Committees (ITACs) AGENCY: Office of the United States Trade Representative. ACTION: Notice of a......

  8. 75 FR 56651 - Notice of Cancellation of Meeting of the Chairs of the Industry Trade Advisory Committee (ITACs)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-16

    ... From the Federal Register Online via the Government Publishing Office OFFICE OF THE UNITED STATES TRADE REPRESENTATIVE Notice of Cancellation of Meeting of the Chairs of the Industry Trade Advisory Committee (ITACs) AGENCY: Office of the United States Trade Representative. ACTION: Notice......

  9. 78 FR 12413 - Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority Business (ITAC-11)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-22

    ... From the Federal Register Online via the Government Publishing Office OFFICE OF THE UNITED STATES TRADE REPRESENTATIVE Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority Business (ITAC-11) AGENCY: Office of the United States Trade Representative. ACTION: Notice of a...

  10. SCORING: Bibliographic Instruction Helps Freshman Athletes Compete in the Academic League.

    ERIC Educational Resources Information Center

    Ruscella, Phyllis L.

    Motivated by accreditation standards, sanctions, legal, and other issues threatening American collegiate athletic programs, academia has put into place, on many campuses, structured programs which attempt to ensure both academic achievement and the physical prowess of its "players." As a component of the overall support program at the University…

  11. Parental Beliefs and Values Related to Family Risk, Educational Intervention, and Child Academic Competence.

    ERIC Educational Resources Information Center

    Campbell, Frances A.; And Others

    1991-01-01

    Studied the relation of child-rearing beliefs and values of parents of children entering kindergarten to children's academic achievements. Examined effects of a child-centered educational preschool program for socioeconomically disadvantaged children on parents' beliefs and values. Parents of children at risk differed from other parents in beliefs…

  12. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    ERIC Educational Resources Information Center

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of…

  13. College Athletic Participation and Academic Success: How Student-Athletes Compete for Graduation

    ERIC Educational Resources Information Center

    Gilmour, Heather B.

    2013-01-01

    NCAA data indicates that Division III student-athletes are graduating at higher rates than their non-athlete peers. Graduation rate data alone do not provide a full understanding of student-athletes' academic success. The data thus far simply show empirically that student-athletes have a higher federal six-year graduation rate, but…

  14. Family Factors Associated with High Academic Competence among Former Head Start Children.

    ERIC Educational Resources Information Center

    Robinson, Nancy M.; Weinberg, Richard A.; Redden, David; Ramey, Sharon L.; Ramey, Craig T.

    1998-01-01

    A study of 154 Head Start children with high academic achievement found that their families reported higher educational and income levels, had fewer children, were more likely to be Caucasian, reported less prolonged depression, and had more responsive, flexible, and less restrictive parenting practices than other Head Start children. (Author/CR)

  15. Family Factors Associated with High Academic Competence in Former Head Start Children at Third Grade.

    ERIC Educational Resources Information Center

    Robinson, Nancy M.; Lanzi, Robin Gaines; Weinberg, Richard A.; Ramey, Sharon Landesman; Ramey, Craig T.

    2002-01-01

    A group of 162 out of 5,400 former Head Start children were identified at the end of third grade as highest achieving and thriving both socially and academically. Families of these children had somewhat more resources on which to call and somewhat fewer stresses. Caretakers of high achievers ascribed to more positive parenting attitudes and were…

  16. Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Romano, Marie

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  17. Interior Design. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Guarini, Michael

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  18. Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Brown, Desmond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  19. Design Drafting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Sharkey, Jeff

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  20. Food Services. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vastano, Josephine; And Others

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  1. Plumbing and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mahieu, Louis

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  2. Custom Cabinetmaking. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Holmes, Kenneth

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  3. Perceptions about the Construction of Academic and Professional Competencies in Psychologists

    ERIC Educational Resources Information Center

    Arias, Jesus de la Fuente; Justicia, Fernando Justicia; Casanova, Pedro Felix; Trianes, Maria Victoria

    2005-01-01

    Introduction: Evaluating competencies required for professional practice is a matter of particular current interest. Its importance lies in improvements that can be made in both preparatory and ongoing training and development processes. This paper summarizes results obtained from a recent investigation regarding this issue. Method: A total of 76…

  4. Auto Body Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Ormsbee, Robert

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  5. Developing Intercultural Competence and Global Citizenship through International Experiences: Academics' Perceptions

    ERIC Educational Resources Information Center

    Trede, Franziska; Bowles, Wendy; Bridges, Donna

    2013-01-01

    International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as…

  6. Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Cannone, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  7. Cognitive Socialization and Competence: The Academic Development of Chicanos. Chapter 7.

    ERIC Educational Resources Information Center

    Laosa, Luis M.; Henderson, Ronald W.

    This chapter focuses on the innermost level of Bronfenbrenner's four-level conception of the human environmental ecology, namely the microsystem, and more specifically, the child's socialization in the family. Following discussion of concepts related to socialization, competence, and environmental ecology, selected research studies are reviewed to…

  8. Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Williams, Edwina

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  9. Commercial Art. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vassallo, Thomas

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  10. Professional Competencies and Jurisdictional Claims in Evaluative Bibliometrics: The Educational Mandate of Academic Librarians

    ERIC Educational Resources Information Center

    Petersohn, Sabrina

    2016-01-01

    Quantitative metrics in research assessment are proliferating all over the world. The demand has led to an increase in bibliometric practitioners and service providers. Their professional roles and competencies have not yet been subject to systematic study. This paper focuses on one important service provider in evaluative bibliometrics--academic…

  11. Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mattia, Nancy

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  12. Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abbott, Alan

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  13. Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    De Maria, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

  14. Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Browning, Terry

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  15. Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gudzak, Raymond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a…

  16. Teaching Professions. FasTrak.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    This document focuses on Ohio's need for a skilled workforce. It begins by introducing the Specialization Ohio Integrated Technical and Academic Competency (ITAC) profiles. Each Specialization ITAC represents a profile of the professional or occupational competencies deemed essential for a person to perform proficiently when graduating from the…

  17. Mediational and Deviance Theories of Late High School Failure: Process Roles of Structural Strains, Academic Competence, and General versus Specific Problem Behavior

    ERIC Educational Resources Information Center

    Newcomb, Michael D.; Abbott, Robert D.; Catalano, Richard F.; Hawkins, J. David; Battin-Pearson, Sara; Hill, Karl

    2002-01-01

    Understanding and preventing high school failure is a national priority. Structural strain and general deviance theories attempt to explain late high school failure. The authors tested the hypotheses that general (vs. specific) deviance and academic competence mediate the relationships between structural strain factors (gender, ethnicity, and…

  18. European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence

    ERIC Educational Resources Information Center

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2013-01-01

    The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63…

  19. The Mediating Effect of Self-Evaluation Bias of Competence on the Relationship between Parental Emotional Support and Children's Academic Functioning

    ERIC Educational Resources Information Center

    Côté, Sébastien; Bouffard, Thérèse; Vezeau, Carole

    2014-01-01

    Background: It is well established that children's self-evaluation bias of competence is related to the quality of parent-child emotional relationship. Such biases are linked to children's academic functioning and achievement. Links have also been established between the quality of parent-child emotional relationship and children's…

  20. The "Zurich E-Learning Certificate": A Role Model for the Acquirement of eCompetence for Academic Staff and an Example of a Practical Implementation

    ERIC Educational Resources Information Center

    Volk, Benno; Keller, Stefan Andreas

    2010-01-01

    Since 2002 the "Zurich E-Learning Certificate" offers lecturers and academic staff from the three main universities in Zurich the possibility to take part in a professional development program which supports the acquirement of eCompetence. The program is the result of a cooperation between the University of Zurich (UZH), the Swiss Federal…

  1. European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

    PubMed Central

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2012-01-01

    The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

  2. Associations between household responsibilities and academic competencies in the context of education accessibility in Zambia.

    PubMed

    Reich, Jodi; Hein, Sascha; Krivulskaya, Suzanna; Hart, Lesley; Gumkowski, Nina; Grigorenko, Elena L

    2013-10-01

    The relationship between education and socioeconomic status has been demonstrated in studies of the developed and the developing world, yet there are communities in which schooling is either not available to all children or not a preferred activity for all children. In this study, we investigated the differences between children in-school and out-of-school in rural and peri-urban communities of Zambia. As expected, we found that the children in-school performed higher in domains of adaptive behavior and on assessments of academic achievement (i.e., mathematics, reading). Somewhat unexpectedly, however, when controlling for socioeconomic status, home responsibilities (i.e., chores, work) were a positive predictor for the performance of the children out-of-school, but a negative predictor for the children in-school. The relationship between home responsibilities and academic performance may be bidirectional and differential; for example, our findings allow for the hypothesis that for in-school children chores take time away from the studies, but for out-of-school children they provide some limited mathematics exposure.

  3. A behavior-genetic study of the legacy of early caregiving experiences: academic skills, social competence, and externalizing behavior in kindergarten.

    PubMed

    Roisman, Glenn I; Fraley, R Chris

    2012-01-01

    A critique of research examining whether early experiences with primary caregivers are reflected in adaptation is that relevant longitudinal studies have generally not employed genetically informed research designs capable of unconfounding shared genes and environments. Using the twin subsample (N = 485 pairs) of the Early Childhood Longitudinal Study-Birth Cohort, the current study provides evidence that early parental support (derived from observations at 24 months and around age 4, in prekindergarten) is associated with academic skills (r = .32), social competence (r = .15), and externalizing behavior (r = -.11) in kindergarten. Crucially, the shared environment accounted for virtually all of the correlation between parenting and academic skills, roughly half of the association between parenting and social competence, and approximately one fourth of the correlation between parenting and externalizing behavior.

  4. The relation of dialogic, control, and racial socialization practices to early academic and social competence: effects of gender, ethnicity, and family socioeconomic status.

    PubMed

    Barbarin, Oscar; Jean-Baptiste, Esther

    2013-01-01

    This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not.

  5. Using Competencies to Assess Entry-Level Knowledge of Students Graduating from Parks and Recreation Academic Programs

    ERIC Educational Resources Information Center

    Hurd, Amy R.; Elkins, Daniel J.; Beggs, Brent A.

    2014-01-01

    To address the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions accreditation standard 7.01.01, the Entry Level Competency Assessment was developed to measure 46 competencies in four categories needed by entry level professionals. Students rated their competence prior to beginning their senior internship. The results…

  6. A Multitrait (ADHD-IN, ADHD-HI, ODD toward Adults, Academic and Social Competence) by Multisource (Mothers and Fathers) Evaluation of the Invariance and Convergent/Discriminant Validity of the Child and Adolescent Disruptive Behavior Inventory with Thai Adolescents

    ERIC Educational Resources Information Center

    Burns, G. Leonard; Desmul, Chris; Walsh, James A.; Silpakit, Chatchawan; Ussahawanitchakit, Phapruke

    2009-01-01

    Confirmatory factor analysis was used with a multitrait (attention-deficit/hyperactivity disorder-inattention, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder toward adults, academic competence, and social competence) by multisource (mothers and fathers) matrix to test the invariance and…

  7. Effects of public health nursing participation in selected academic courses on self-reported functions and competencies: a collaborative pilot study.

    PubMed

    Lundy, K S; Bender, K W; Powell, C

    1993-03-01

    A profile of the education levels of practicing public health nurses (PHNs) in Mississippi in 1988 indicated that 71% of those nurses were prepared in associate degree or diploma programs. Since these programs typically do not provide formal academic courses in community health nursing, nurses currently enter the workplace with insufficient preparation for this increasingly complex role. A collaborative pilot study between the agency and a state-supported school of nursing evaluated the impact of participating in selected components of an academic community health nursing program on the self-reported competencies and functions of beginning PHNs. Twelve PHNs who were employed during six months in the geographic area contiguous to the school were selected to attend 10 classroom sessions on basic topics applicable to the generic PHN role in a southern state. A control group of 12 PHNs hired during the same period of time was also selected. Both groups completed an instrument on functions and competencies before and after the course. A significant difference was seen in certain functions and competencies between attenders and nonattenders.

  8. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  9. Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students' Academic Motivation

    ERIC Educational Resources Information Center

    Griffin, Kimberly

    2006-01-01

    Research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e.g., competition or compliance) rather than internally (e.g., love of learning) generated forces. This qualitative study challenges this mono-dimensional deficit framework, examining the…

  10. Peer Acceptance and Social Behavior during Childhood and Adolescence: How Important Are Appearance, Athleticism, and Academic Competence?

    ERIC Educational Resources Information Center

    Vannatta, Kathryn; Gartstein, Maria A.; Zeller, Meg; Noll, Robert B.

    2009-01-01

    Efforts to identify factors associated with peer acceptance have historically focused on behavioral and social cognitive processes, whereas less empirical attention has focused on the impact of children's other personal attributes and competencies that are not inherently a component of social competence. The current study examined the association…

  11. Academic Affairs Officers: An Application of the American Association of Community Colleges Competencies for Community College Leaders

    ERIC Educational Resources Information Center

    Price, Misty Renee

    2012-01-01

    Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed…

  12. Beyond Linguistic Proficiency: Early Language Learning as a Lever for Building Students' Global Competence, Self-Esteem, and Academic Success

    ERIC Educational Resources Information Center

    Livaccari, Chris

    2013-01-01

    It is no exaggeration to say that language learning is the very foundation of global competence and the most deeply effective way for students to be able to "investigate the world, recognize perspectives, communicate ideas, and take action," which is the definition of global competence developed by Asia Society Vice President for…

  13. Overlapping and Distinct Role of CXCR7-SDF-1/ITAC and CXCR4-SDF-1 Axes in Regulating Metastatic Behavior of Human Rhabdomyosarcomas

    PubMed Central

    Grymula, Katarzyna; Tarnowski, Maciej; Wysoczynski, Marcin; Drukala, Justyna; Barr, Frederic G.; Ratajczak, Janina; Kucia, Magdalena; Ratajczak, Mariusz Z

    2010-01-01

    We have demonstrated that the α-chemokine stromal-derived factor (SDF)-1-CXCR4 axis plays an important role in rhabdomyosarcoma (RMS) metastasis. With the recent descriptionof CXCR7, a new receptor for SDF-1 that also binds the interferon-inducible T-cell alpha chemoattractant (ITAC) chemokine, we became interested in the role of the CXCR7-SDF-1/ITAC axis in RMS progression. To address this issue, we evaluated 6 highly metastatic alveolar (A)RMS and 3 less metastatic embryonal (E)RMS cell lines and found that all these cell lines express CXCR7. While CXCR4 was expressed at a much higher level by highly metastatic ARMS lines, CXCR7 was present at a high level on ERMS lines. We also noticed that CXCR7 expression on RMS cells was downregulated in hypoxic conditions. More importantly, the CXCR7 receptor on RMS cell lines was functional after stimulation with ITAC and SDF-1 as evidenced by mitogen-activated protein kinase (MAPK)p42/44 and AKT phosphorylation as well as CXCR7 internalization, chemotaxis, cell motility, and adhesion assays. Similarly to CXCR4, signaling from activated CXCR7 was not associated with increased RMS proliferation or cell survival. Moreover, CXCR7+ RMS cells responded to SDF-1 and I-TAC in the presence of CXCR4 antagonists (T140, AMD3100). Furthermore, while intravenous injection of RMS cells with overexpressed CXCR7 resulted in increased seeding efficiency of tumor cells to bone marrow, CXCR7 downregulation showed the opposite effect. In conclusion, the CXCR7-SDF-1/ITAC axis is involved in the progression of RMS; targeting of the CXCR4-SDF-1 axis alone without simultaneous blockage of CXCR7 will be an inefficient strategy for inhibiting SDF-1-mediated pro-metastatic responses of RMS cells. PMID:20162608

  14. Competence in Mathematics and Academic Achievement: An Analysis of Enrollees in the Bachelor of Science in Actuarial Science Program

    ERIC Educational Resources Information Center

    Wamala, Robert; Maswere, Dyson W.; Mwanga, Yeko

    2013-01-01

    This study investigates the role of prior grounding attained in mathematics in predicting the academic achievement of enrollees in Bachelor of Science in Actuarial Science (BSAS). The investigation is based on administrative records of 240 BSAS enrollees at Makerere University, School of Statistics and Planning in the 2007-2009 cohorts. Students'…

  15. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies.

    ERIC Educational Resources Information Center

    Colorado School to Career Partnership, Denver.

    This publication is a tool to help educators weave academic content standards, assessments, and school-to-career methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. Examples included in the publication were created by Colorado educators to provide a vision of how teachers can…

  16. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Salvatore, Gerald

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  17. Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Hardman, Thomas

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  18. Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Felice, Michael

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  19. Commercial Photography and Television Production. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Zelenak, John

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  20. Associations of Student Temperament and Educational Competence with Academic Achievement: The Role of Teacher Age and Teacher and Student Gender

    ERIC Educational Resources Information Center

    Mullola, Sari; Jokela, Markus; Ravaja, Niklas; Lipsanen, Jari; Hintsanen, Mirka; Alatupa, Saija; Keltikangas-Jarvinen, Liisa

    2011-01-01

    We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students' gender and teachers' gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17…

  1. Competency to Study and Learn in Stressful Contests: Fundamentals of the "e-Coping with Academic Stress"™ Utility

    ERIC Educational Resources Information Center

    de la Fuente, Jesús; López, Mireia; Zapata, Lucía; Martínez-Vicente, Jose Manuel; Vera, Manuel Mariano; Solinas, Giulliana; Fadda, Salvatore

    2014-01-01

    There has been growing research interest in achievement emotions in university teaching-learning processes in recent years. While their importance has been firmly established, there continues to be a need for assessment and intervention models. The objective of this report is to present the "Competency Model for Studying, Learning and…

  2. ELR-Negative CXC Chemokine CXCL11 (IP-9/I-TAC) Facilitates Dermal and Epidermal Maturation during Wound Repair

    PubMed Central

    Yates, Cecelia C.; Whaley, Diana; Y-Chen, Amy; Kulesekaran, Priya; Hebda, Patricia A.; Wells, Alan

    2008-01-01

    In skin wounds, the chemokine CXCR3 receptor appears to play a key role in coordinating the switch from regeneration of the ontogenically distinct mesenchymal and epithelial compartments toward maturation. However, because CXCR3 equivalently binds four different ELR-devoid CXC chemokines (ie, PF4/CXCL4, IP-10/CXCL10, MIG/CXCL9, and IP-9/CXCL11), we sought to identify the ligand that coordinates epidermal coverage with the maturation of the underlying superficial dermis. Because CXCL11 (IP-9 or I-TAC) is produced by redifferentiating keratinocytes late in the regenerative phase when re-epithelialization is completed and matrix maturation ensues, we generated mice in which an antisense construct (IP-9AS) eliminated IP-9 expression during the wound-healing process. Both full and partial thickness excisional wounds were created and analyzed histologically throughout a 2-month period. Wound healing was impaired in the IP-9AS mice, with a hypercellular and immature dermis noted even after 60 days. Re-epithelialization was delayed with a deficient delineating basement membrane persisting in mice expressing the IP-9AS construct. Provisional matrix components persisted in the dermis, and the mature basement membrane components laminin V and collagen IV were severely diminished. Interestingly, the inflammatory response was not diminished despite IP-9/I-TAC being chemotactic for such cells. We conclude that IP-9 is a key ligand in the CXCR3 signaling system for wound repair, promoting re-epithelialization and modulating the maturation of the superficial dermis. PMID:18669615

  3. Welding. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a welding program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed…

  4. Mother-Reported and Children's Perceived Social and Academic Competence in Clinic-Referred Youth: Unique Relations to Depression and/or Social Anxiety and the Role of Self-perceptions.

    PubMed

    Epkins, Catherine C; Seegan, Paige L

    2015-10-01

    Depression and social anxiety symptoms and disorders are highly comorbid, and are associated with low social acceptance and academic competence. Theoretical models of both depression and social anxiety highlight the saliency of negative self-perceptions. We examined whether children's self-perceptions of social acceptance and mother-reported youth social acceptance are independently and uniquely related to children's depression and social anxiety, both before and after controlling for comorbid symptoms. Similar questions were examined regarding academic competence. The sample was 110 clinic-referred youth aged 8-16 years (65 boys, 45 girls; M age = 11.15, SD = 2.57). In the social acceptance area, both youth self-perceptions and mother-perceptions had independent and unique relations to depression and social anxiety, before and after controlling for comorbid symptoms. In the academic domain, both youth self-perceptions and mother-perceptions had independent and unique relations to depression, before and after controlling for social anxiety; yet only youth self-perceptions were related to social anxiety, before, but not after controlling for depression. For depression, larger effect sizes were observed for children's perceived, versus mother-reported, social acceptance and academic competence. Bootstrapping and Sobel tests found youth self-perceptions of social acceptance mediated the relation between mothers' perceptions and each of youth depression and social anxiety; and perceived academic competence mediated the relation between mothers' perceptions and youth depression, both before and after controlling for social anxiety. We found similarities and differences in findings for depression and social anxiety. Theoretical and treatment implications are highlighted, and future research directions are discussed.

  5. Academic Aspirations

    ERIC Educational Resources Information Center

    Durant, Linda

    2013-01-01

    As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

  6. Testing for Competence. No. 76.

    ERIC Educational Resources Information Center

    Bierschenk, Inger

    The aim of this article is to draw a distinction between qualification and competence. Although academic institutions, organizations, companies, and schools are focusing on competence development as the natural answer to new technical and societal demands, no one has provided a satisfactory operational definition of "competence." A dictionary…

  7. Electronics. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  8. Information Competency: Challenges and Strategies for Development.

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, Sacramento.

    In 1996, the California Community College Board of Governors (BOG) issued a policy statement identifying information competency as a priority. Recognizing information competency as an academic and professional matter, in May 1999 the Chancellor delegated the issue of information competency as a graduation requirement to the Academic Senate for…

  9. Machine Trades. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for machine trades. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  10. Swine Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a swine producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills…

  11. Dairy Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for dairy producers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  12. Poultry Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a poultry producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability…

  13. Diesel Mechanics. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for diesel mechanics. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  14. Nurse Aide. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) for nurse aide (NA) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency builders needed to…

  15. Academic Buoyancy: Towards an Understanding of Students' Everyday Academic Resilience

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Marsh, Herbert W.

    2008-01-01

    Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult…

  16. Plastics Technical Competency Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Center on Education and Training for Employment.

    This document, which is intended to assist individuals responsible for developing tech prep programs, lists the occupational, academic, and employability competencies that representatives from education, business/industry, and labor throughout Ohio have identified as being necessary for employment in technician-level positions involving the…

  17. Masonry. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) for masonry occupations contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability…

  18. Caveat on Competency Based Education.

    ERIC Educational Resources Information Center

    Bell, Wendell D.

    1980-01-01

    Although competency based education (CBE) offers solutions to some educational problems, it is not a cure-all. Problems with CBE include emphasis on output rather than the instructional process itself, over-reliance on occupational competencies and behavioral objectives, a tendency to lower academic standards, and the difficulty of implementation.…

  19. A Taxonomy for Competency Programs.

    ERIC Educational Resources Information Center

    Finch, F. L.

    To consolidate the diversity of opinion about the definition of competency, an operational definition and skills classification matrix is presented. Although most people agree that competency tests should measure student ability to transfer academic training to life situations, the fact that life skills and school skills represent different…

  20. Becoming In/Competent Learners in the United States: Refugee Students' Academic Identities in the Figured World of Difference

    ERIC Educational Resources Information Center

    Bal, Aydin

    2014-01-01

    A practice-based dialectic theory of identity was used in this study to explore the cultural-historical context of an urban charter school in which a group of newly arrived Muslim Turk refugee students' academic identities were formed. The school, located in the Southwestern United States, was founded by a global Islamist movement.…

  1. Reciprocal Effects between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Nonacademic Track Students

    ERIC Educational Resources Information Center

    Schaffner, Ellen; Philipp, Maik; Schiefele, Ulrich

    2016-01-01

    Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to…

  2. Industrial Electronics and T.V./Computer Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Fagg, Harold

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  3. AAOHN Competencies.

    PubMed

    2015-11-01

    The AAOHN Competency document is one of the core documents that define occupational health nursing practice. This article provides a description of the process used to update the competencies, as well as a description of the new competencies. PMID:26419544

  4. Environmental Management. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  5. Medical Assistant. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  6. Agriculture Products Processing. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  7. Marketing Management. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  8. Criminal Justice. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  9. Competence: Conceptual Approach and Practice in France

    ERIC Educational Resources Information Center

    Le Deist, Francoise

    2009-01-01

    Purpose: The purpose of this article is to analyse the conceptual approaches to competence and practice in competence management in France. Design/methodology/approach: Extensive literature review, discussion with academic experts in the French competence network of AGRH and interviews concerning developments following the 2003 national agreement…

  10. Academic Standards. Fall 1978.

    ERIC Educational Resources Information Center

    Delaware Technical and Community Coll., Dover. Terry Campus.

    The Terry Campus of Delaware Technical and Community College has established academic standards to endorse competencies and skills for all courses of the technological programs. These standards eliminate conflicts and allow students to understand, from the beginning of their studies, the requirements for awarding a degree, diploma, or certificate.…

  11. The Effectiveness of Academic Supervision for Teachers

    ERIC Educational Resources Information Center

    Rahabav, Patris

    2016-01-01

    This research was conducted with the purpose of describing the general effectiveness of the academic supervision for teachers with three main focus, which is to analyze the competence of supervisors; academic supervision program implementation and the results and impact of academic supervision. The research location is SMU Maria Mediatrix Ambon,…

  12. Balancing Managerial and Academic Values: Mid-Level Academic Management at a Private University in Malaysia

    ERIC Educational Resources Information Center

    Thian, Lok Boon; Alam, Gazi Mahabubul; Idris, Abdul Rahman

    2016-01-01

    Purpose: Representing both "central university administration" and academics, deans are increasingly being confronted with the competing managerial and academic values. Being able to manage the competing values is pivotal to the success of a dean. However, there is dearth of research studying this. Considering the for-profit private…

  13. Competencies of the Competent Recruiter.

    ERIC Educational Resources Information Center

    Beebe, Bill

    1996-01-01

    Outlines the various skills, behaviors, attitudes, and other qualities needed for the competent hiring of employees. Emphasizes that knowledge, a model for human resource development, experience, and difference competencies are essential to the hiring process. Lists 35 human resource development competencies, grouped under the headings of…

  14. Standardizing Assessment of Competences and Competencies of Oncology Nurses Working in Ambulatory Care.

    PubMed

    Beaver, Clara; Magnan, Morris A; Henderson, Denise; DeRose, Patricia; Carolin, Kathleen; Bepler, Gerold

    2016-01-01

    A nursing quality consortium standardized nursing practice across 17 independently functioning ambulatory oncology sites. Programs were developed to validate both competences and competencies. One program assessed nine competences needed to develop systems of care to detect and treat treatment-related side effects. A second program was developed to assess competencies needed to prevent harm to oncology patients. This manuscript describes a successful approach to standardizing nursing practice across geographically distant academic and community sites. PMID:26985750

  15. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

    PubMed

    Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V

    2015-09-25

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs.

  16. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

    PubMed

    Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V

    2015-09-25

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

  17. Academic buoyancy: Towards an understanding of students' everyday academic resilience.

    PubMed

    Martin, Andrew J; Marsh, Herbert W

    2008-02-01

    Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their academic buoyancy as well as a set of hypothesized predictors (self-efficacy, control, academic engagement, anxiety, teacher-student relationship) in the area of mathematics. Multilevel modeling found that the bulk of variance in academic buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and academic engagement significantly predict Time 1 academic buoyancy; (b) Time 2 anxiety (negatively), self-efficacy, academic engagement, and teacher-student relationships explain variance in Time 2 academic buoyancy over and above that explained by academic buoyancy at Time 1; and (c) of the significant predictors, anxiety explains the bulk of variance in academic buoyancy. PMID:19083351

  18. Academic buoyancy: Towards an understanding of students' everyday academic resilience.

    PubMed

    Martin, Andrew J; Marsh, Herbert W

    2008-02-01

    Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their academic buoyancy as well as a set of hypothesized predictors (self-efficacy, control, academic engagement, anxiety, teacher-student relationship) in the area of mathematics. Multilevel modeling found that the bulk of variance in academic buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and academic engagement significantly predict Time 1 academic buoyancy; (b) Time 2 anxiety (negatively), self-efficacy, academic engagement, and teacher-student relationships explain variance in Time 2 academic buoyancy over and above that explained by academic buoyancy at Time 1; and (c) of the significant predictors, anxiety explains the bulk of variance in academic buoyancy.

  19. Welding. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the occupation of welder. The introduction explains…

  20. Ohio Information Technology Competency Profile.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    This profile includes a comprehensive set of information technology competencies that are grounded in core academic subject areas and built around four occupational clusters (information services and support, network systems, programming and software development, and interactive media) that reflect the job opportunities and skills required for…

  1. Handwriting Development, Competency, and Intervention

    ERIC Educational Resources Information Center

    Feder, Katya P.; Majnemer, Annette

    2007-01-01

    Failure to attain handwriting competency during the school-age years often has far-reaching negative effects on both academic success and self-esteem. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Fine motor control, bilateral and visual-motor integration, motor planning,…

  2. Establishing a Unified Model of Academic Literacy and a Method for Measuring Academic Readiness

    ERIC Educational Resources Information Center

    Warren, Sherry Louise

    2012-01-01

    Substantial changes to the undergraduate population at US universities have created a need for the development of a model of academic literacy and a corresponding means of measuring academic readiness that addresses contextualized, communicative English language competence. This paper presents a unified model of academic literacy which treats…

  3. Competency-Based Education: Leadership Challenges

    ERIC Educational Resources Information Center

    Nodine, Thad; Johnstone, Sally M.

    2015-01-01

    Competency-based education (CBE) refers to online and hybrid courses and programs that offer credit or degrees based on evidence of student learning, or competencies, rather than on the amount of time spent in a course. Students work at their own pace, receive personalized academic support, and demonstrate mastery as they progress through their…

  4. Academic Blogging: Academic Practice and Academic Identity

    ERIC Educational Resources Information Center

    Kirkup, Gill

    2010-01-01

    This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

  5. Academic Hospitality

    ERIC Educational Resources Information Center

    Phipps, Alison; Barnett, Ronald

    2007-01-01

    Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

  6. Building and Property Maintenance. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  7. Competences in Demand within the Spanish Agricultural Engineering Sector

    ERIC Educational Resources Information Center

    Perdigones, Alicia; Valera, Diego Luis; Moreda, Guillermo Pedro; García, Jose Luis

    2014-01-01

    The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006-2007 and 2007-2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural…

  8. Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood.

    PubMed

    Obradovic, Jelena; Burt, Keith B; Masten, Ann S

    2010-01-01

    This study examined the unique longitudinal effects linking academic competence, social competence, and internalizing symptoms from childhood to adulthood. A multimethod and multi-informant approach was used to assess psychopathology and competence in 205 participants during four developmental periods. Social competence in childhood had a cascading effect on internalizing symptoms in adolescence, whereas social and academic competence in emerging adulthood had dual cascading effects on internalizing in young adulthood. Results suggested a developmental cascade beginning with externalizing symptoms in childhood, which contributed to lower academic achievement in adolescence, which in turn influenced social competence in emerging adulthood and internalizing symptoms in young adulthood. PMID:20390801

  9. Effects of Mothers' Perceptions of Children's Competence: The Moderating Role of Mothers' Theories of Competence

    ERIC Educational Resources Information Center

    Pomerantz, Eva M.; Dong, Wei

    2006-01-01

    There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers,…

  10. Evaluating Community Health Advisor (CHA) Core Competencies: The CHA Core Competency Retrospective Pretest/Posttest (CCCRP).

    PubMed

    Story, Lachel; To, Yen M

    2016-05-01

    Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training. PMID:25416701

  11. Evaluating Community Health Advisor (CHA) Core Competencies: The CHA Core Competency Retrospective Pretest/Posttest (CCCRP).

    PubMed

    Story, Lachel; To, Yen M

    2016-05-01

    Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training.

  12. Theme: Coping with Competencies.

    ERIC Educational Resources Information Center

    Brown, Daniel; And Others

    1989-01-01

    Consists of five articles on the topic of competencies in vocational agriculture. Topics covered include (1) competency-based instruction, (2) competencies for agricultural recordkeeping, (3) competencies in hydroponics, and (4) competencies in agribusiness. (CH)

  13. Academic writing

    NASA Astrophysics Data System (ADS)

    Eremina, Svetlana V.

    2003-10-01

    The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.

  14. Academic Jibberish

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2012-01-01

    In this article, the author talks about academic jibberish. Alfie Kohn states that a great deal of academic writing is incomprehensible even to others in the same area of scholarship. Academic Jibberish may score points for the writer but does not help research or practice. The author discusses jibberish as a career strategy that impresses those…

  15. Developing New Academic Developers: Doing before Being?

    ERIC Educational Resources Information Center

    Kensington-Miller, Barbara; Brailsford, Ian; Gossman, Peter

    2012-01-01

    A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted…

  16. Academic Writing Practices in Spanish Universities

    ERIC Educational Resources Information Center

    Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel

    2012-01-01

    Introduction: This article aims at describing the use of written genres at university and how they are used to teach and learn. Method: We carried out a descriptive study focusing on teachers' perceptions regarding the importance of academic writing in promoting learning, the degree of competence they attribute to academic writing in comparison…

  17. How Academic Is Academic Development?

    ERIC Educational Resources Information Center

    Fraser, Kym; Ling, Peter

    2014-01-01

    University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…

  18. Effects of mothers' perceptions of children's competence: the moderating role of mothers' theories of competence.

    PubMed

    Pomerantz, Eva M; Dong, Wei

    2006-09-01

    There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers, children's academic functioning (i.e., grades, perceptions of competence, attributions for performance, and mastery orientation) and affective functioning (i.e., self-esteem and depressive symptoms) were examined. Among mothers with relatively high entity theories, their perceptions acted as self-fulfilling prophecies foreshadowing children's academic and affective functioning over time. However, among mothers with relatively low entity theories, mothers' perceptions did not predict children's academic and affective functioning.

  19. Presuming Competence

    ERIC Educational Resources Information Center

    Biklen, Douglas; Burke, Jamie

    2006-01-01

    At least since the early 1990s, educators in inclusive schooling as well as scholars in Disability Studies have critiqued prevailing notions of intellectual ability and have suggested the importance of interpretive communities for constructing student competence (Biklen, 1990; Goode, 1992, 1994; Kliewer, 1998; Kluth, 2003; Linneman, 2001). This…

  20. Testing a Dual Cascade Model Linking Competence and Symptoms over 20 Years from Childhood to Adulthood

    ERIC Educational Resources Information Center

    Obradovic, Jelena; Burt, Keith B.; Masten, Ann S.

    2010-01-01

    This study examined the unique longitudinal effects linking academic competence, social competence, and internalizing symptoms from childhood to adulthood. A multimethod and multi-informant approach was used to assess psychopathology and competence in 205 participants during four developmental periods. Social competence in childhood had a…

  1. The Influence of Cross-Cultural Experiences & Location on Teachers' Perceptions of Cultural Competence

    ERIC Educational Resources Information Center

    Lopes-Murphy, Solange A.; Murphy, Christopher G.

    2016-01-01

    The increasing cultural and linguistic diversity in academic settings necessitates greater cultural competence on the part of teachers, and enhancing the cultural competence of teachers requires a greater understanding of both the level of cultural competence among teachers and the experiences that enhance cultural competence. Teacher educators…

  2. Cognitive Training in Academically Deficient ADDH Boys Receiving Stimulant Medication.

    ERIC Educational Resources Information Center

    Abikoff, Howard; And Others

    1988-01-01

    Thirty-four stimulant-treated, academically deficient, and attention deficit disordered, hyperactive (ADDH) boys (ages 7-12) participated in a 16-week, intensive cognitive training program focusing on academic skills and tasks. Intervention did not enhance self-esteem and there was poor agreement between teacher ratings of academic competence and…

  3. Identifying Gaps in Academic Writing of ESL Students

    ERIC Educational Resources Information Center

    Giridharan, Beena

    2012-01-01

    There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…

  4. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  5. Religious competence as cultural competence

    PubMed Central

    2012-01-01

    Definitions of cultural competence often refer to the need to be aware and attentive to the religious and spiritual needs and orientations of patients. However, the institution of psychiatry maintains an ambivalent attitude to the incorporation of religion and spirituality into psychiatric practice. This is despite the fact that many patients, especially those from underserved and underprivileged minority backgrounds, are devotedly religious and find much solace and support in their religiosity. I use the case of mental health of African Americans as an extended example to support the argument that psychiatric services must become more closely attuned to religious matters. I suggest ways in which this can be achieved. Attention to religion can aid in the development of culturally competent and accessible services, which in turn, may increase engagement and service satisfaction among religious populations. PMID:22421686

  6. Academic Bullies

    ERIC Educational Resources Information Center

    Fogg, Piper

    2008-01-01

    Many professors have been traumatized by academic bullies. Unlike bullies at school, the academic bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is…

  7. Academic Decathlon.

    ERIC Educational Resources Information Center

    Association of California School Administrators.

    This position paper from the Research, Evaluation, and Accreditation Committee of the Association of California School Administrators (ACSA) presents a description of the Academic Decathlon program and offers recommendations for improving the program and ways that ACSA can assist the program. The description of the Academic Decathlon, a ten-event…

  8. Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

    Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

  9. Competent Psychopharmacology

    PubMed Central

    Gardner, David M

    2014-01-01

    There is little doubt that undergraduate and post-graduate training of physicians, pharmacists, and nurses is insufficient to prepare them to use psychotropics safely and effectively, especially in the context of their expanded off-label uses. Therefore, the development of competencies in psychotropic prescribing needs to be approached as a long-term, practice-based learning commitment. Proposed are the abilities and knowledge components necessary for safe and effective use of psychotropics. Typical challenges in prescribing for chronic and recurrent illnesses include highly variable responses and tolerability, drug interactions, and adverse effects that can be serious, irreversible, and even fatal. Prescribing psychotropics is further complicated by negative public and professional reports and growing patient concerns about the quality of care, and questions about the efficacy, safety, and addictive risks of psychotropics. Increased efforts are needed to enhance clinical training and knowledge in psychopharmacology among trainees and practising clinicians, with more comprehensive and sustained attention to the assessment of individual patients, and greater reliance on patient education and collaboration. Improved competence in psychotropic prescribing should lead to more informed, thoughtful, and better-targeted applications as one component of more comprehensive clinical care. PMID:25161064

  10. Competent psychopharmacology.

    PubMed

    Gardner, David M

    2014-08-01

    There is little doubt that undergraduate and post-graduate training of physicians, pharmacists, and nurses is insufficient to prepare them to use psychotropics safely and effectively, especially in the context of their expanded off-label uses. Therefore, the development of competencies in psychotropic prescribing needs to be approached as a long-term, practice-based learning commitment. Proposed are the abilities and knowledge components necessary for safe and effective use of psychotropics. Typical challenges in prescribing for chronic and recurrent illnesses include highly variable responses and tolerability, drug interactions, and adverse effects that can be serious, irreversible, and even fatal. Prescribing psychotropics is further complicated by negative public and professional reports and growing patient concerns about the quality of care, and questions about the efficacy, safety, and addictive risks of psychotropics. Increased efforts are needed to enhance clinical training and knowledge in psychopharmacology among trainees and practising clinicians, with more comprehensive and sustained attention to the assessment of individual patients, and greater reliance on patient education and collaboration. Improved competence in psychotropic prescribing should lead to more informed, thoughtful, and better-targeted applications as one component of more comprehensive clinical care.

  11. Precision Machining Technologies. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the occupation of precision machinist. The…

  12. Electronics Technology. Tech Prep Competency Profile.

    ERIC Educational Resources Information Center

    Lakeland Tech Prep Consortium, Kirtland, OH.

    This tech prep competency profile covers the occupation of electronics technician. Section 1 provides the occupation definition. Section 2 lists development committee members. Section 3 provides the leveling codes--abbreviations for grade level, (by the end of grade 12, by the end of associate degree), academic codes (communications, math, or…

  13. Studying Abroad in Berlin and Achieving Cultural Competence Using English

    ERIC Educational Resources Information Center

    Wolf, Gregory H.

    2007-01-01

    This article discusses a short-term study abroad program conducted in Berlin in English for college students. Guided by the academic goals of developing cultural competence, demonstrating cultural communication, and attaining a basic level of cultural literacy, this program, with its pre- and post-program academic components, offers an alternative…

  14. Early Childhood Teachers as Socializers of Young Children's Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

    2012-01-01

    Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

  15. National Occupational Competency Testing Institute Bulletin of Information for Candidates.

    ERIC Educational Resources Information Center

    National Occupational Competency Testing Inst., Albany, NY.

    This bulletin describes the National Occupational Competency Testing Program, which is designed to give experienced craftsmen objective evidence of their competency in order (1) to obtain academic credit toward a degree, (2) to gain certification as an industrial teacher, or (3) to enroll in an industrial teacher education program. Information is…

  16. Developing Pedagogical Competence: Issues and Implications for Marketing Education

    ERIC Educational Resources Information Center

    Madhavaram, Sreedhar; Laverie, Debra A.

    2010-01-01

    Competence in pedagogy and research is the sine qua non of marketing educators' careers. However, there is evidence in the literature that marketing academics focus "more on" and "are more competent" in research than teaching. This imbalance, in a majority of instances, can be traced back to doctoral education. Doctoral programs in marketing are…

  17. Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

    2015-01-01

    Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

  18. Factors Motivating and Hindering Information and Communication Technologies Action Competence

    ERIC Educational Resources Information Center

    Kurt, Adile Askim; Akbulut, Yavuz; Odabasi, H. Ferhan; Ceylan, Beril; Kuzu, Elif Bugra; Donmez, Onur; Izmirli, Ozden Sahin

    2013-01-01

    Information and Communication Technologies Action Competence (ICTAC) can be defined as "individuals' motivation and capacity to voluntarily employ their ICT skills for initiating or taking part in civic actions". Since academic staff and teachers in ICT related fields have crucial roles in training action-competent individuals, this study aimed to…

  19. Academic Village.

    ERIC Educational Resources Information Center

    Boles, Rebecca

    2001-01-01

    Presents design features of the Renner Middle School (Plano, Texas) where the sprawling suburbs have been kept at bay while creating the atmosphere of an academic village. Photos and a floor plan are provided. (GR)

  20. Competences in demand within the Spanish agricultural engineering sector

    NASA Astrophysics Data System (ADS)

    Perdigones, Alicia; Valera, Diego Luis; Moreda, Guillermo Pedro; García, Jose Luis

    2014-09-01

    The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006-2007 and 2007-2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural employers (50 farming sector employers); (3) competences required by farming sector professionals and former students (70 professionals). The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses. Recruiters are looking for generic competences such as the ability to coordinate groups and place less importance on knowledge of engineering, biology, applied economics and legislation. Of the computer-related competences, those most in demand by sector professionals were related to the use of Microsoft Office/Excel (used by 79% of professionals). Surveys were used to redesign some subjects of the degrees.

  1. A Systematic Review of Developing Team Competencies in Information Systems Education

    ERIC Educational Resources Information Center

    Figl, Kathrin

    2010-01-01

    The ability to work effectively in teams has been a key competence for information systems engineers for a long time. Gradually, more attention is being paid to developing this generic competence as part of academic curricula, resulting in two questions: how to best promote team competencies and how to implement team projects successfully. These…

  2. Heating, Ventilation, Air-Conditioning, and Refrigeration. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

  3. Documenting Student Competence through Effective Performance Assessment: Employability Skills. Workshop Summary.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Agricultural Curriculum Materials Service.

    This report contains 26 performance assessments for documenting student employability skills. Each performance assessment consists of the following: a competency; a terminal performance objective (outcome); competency builders and pupil performance objectives (criteria for documenting mastery of the objective); applied academic competencies;…

  4. A Phenomenological Exploration of School Counselors' Conceptualization and Implementation of Multicultural Competence

    ERIC Educational Resources Information Center

    Knight, Jasmine

    2010-01-01

    School counselors need multicultural competence to implement comprehensive school counseling programs that promote the academic achievement of all students. Prior research demonstrates that school counselors have reported high levels of multicultural competence. However, there is no evidence that this self-perceived competence translates into…

  5. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

  6. Academic Cloning.

    ERIC Educational Resources Information Center

    Sikula, John P.; Sikula, Andrew F.

    1980-01-01

    The authors define "cloning" as an integral feature of all educational systems, citing teaching practices which reward students for closely reproducing the teacher's thoughts and/or behaviors and administrative systems which tend to promote like-minded subordinates. They insist, however, that "academic cloning" is not a totally negative practice.…

  7. Academic Culture.

    ERIC Educational Resources Information Center

    Clark, Burton R.

    With fragmentation the dominant trend in academic settings around the world, the larger wholes of profession, enterprise, and system are less held together by integrative ideology. Strong ideological bonding is characteristic of the parts, primarily the disciplines. The larger aggregations are made whole mainly by formal superstructure, many…

  8. Academic Politics.

    ERIC Educational Resources Information Center

    Brown, William R.

    The internal politics of colleges and the influence of a current emphasis on efficiency on the traditional independence of the academician are analyzed. It is suggested that the academician does not work in the same differentiated, and therefore interdependent, way as someone in industry or a bureaucracy. Academic activity is segmented, which…

  9. Academic Freedom.

    ERIC Educational Resources Information Center

    Tobin, Brian G.

    The strength of academic freedom has always depended upon historical circumstances. In the United States, higher education began with institutions founded and controlled by religious sects. The notion of who gets educated and to what ends expanded as American democracy expanded. By the 1980's, legitimate calls for equality became a general…

  10. Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

    PubMed

    Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K; Spinrad, Tracy L; Silva, Kassondra M; Berger, Rebecca H; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S; Southworth, Jody

    2016-06-01

    This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record

  11. Progress and Proficiency: Redesigning Grading for Competency Education. CompetencyWorks Issue Brief

    ERIC Educational Resources Information Center

    Sturgis, Chris

    2014-01-01

    This paper is part of a series investigating the implementation of competency education. The purpose of the paper is to explore how districts and schools can redesign grading systems to best help students to excel in academics and to gain the skills that are needed to be successful in college, the community, and the workplace. In order to make the…

  12. Views of academic dentists about careers in academic dentistry in the United Kingdom.

    PubMed

    Goldacre, M; Lee, P; Stear, S; Sidebottom, E; Richards, R

    2000-02-12

    The aim of this paper is to report the views of academic dentists about careers in academic dentistry assessed by method of a postal questionnaire survey. The subjects of the survey were dentists in academic posts in the United Kingdom. The incentives in pursuing an academic career which respondents rated most highly were the opportunity to teach and the variety of work in an academic career. The greatest disincentives were competing pressures from service work, teaching and research, and the difficulty of getting research grants. Many would like to spend more time on research and less on service work and teaching. The length of time required for training, and the quality of training, was a concern, particularly for junior academics. Most respondents rated the enjoyment of their job highly but scored much lower on satisfaction with the time their job left for domestic and leisure activities. By contrast with academic medicine, in academic dentistry there is typically greater emphasis on teaching and less on research. In conclusion, the balance of activities in academic posts, particularly between service work, teaching and research, needs to be regularly reviewed. The development of a more structured training programme for junior academics, which does not disadvantage academic dentists when compared with their NHS colleagues, may be required.

  13. An Examination of Academic Coping among Taiwanese Adolescents

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2015-01-01

    The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students…

  14. Inspiring Academics to Engage in Collegial Socialization: Pedagogical Provocations

    ERIC Educational Resources Information Center

    Kanuka, Heather; Braga, John

    2011-01-01

    Academics who engage in collegial socialization can benefit in a variety of ways. The challenge, however, is creating a culture which inspires, within a voluntary model, academics to participate in such activities. Teaching development programs have tended to focus on teaching competencies and problem areas through offerings of workshops. It has…

  15. School Gardens Enhance Academic Performance and Dietary Outcomes in Children

    ERIC Educational Resources Information Center

    Berezowitz, Claire K.; Bontrager Yoder, Andrea B.; Schoeller, Dale A.

    2015-01-01

    Background: Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Methods: Database searches in CABI,…

  16. Proceedings for Forum on Integrating Occupational and Academic Education.

    ERIC Educational Resources Information Center

    National Center for Research in Vocational Education, Berkeley, CA.

    The papers in this document include the following chapters: "Improving the Collaboration of Vocational and Academic Educators" (Owens); "Subject Matter of Vocational Education: A Look toward the Future" (Copa); "Strengthening Academic Competencies of Vocational Students in West Virginia" (Burdette); "Blueprint for Career Preparation" (Howell);…

  17. New engineering: from knowledge to competences

    NASA Astrophysics Data System (ADS)

    Cartagena, M. C.; Tarquis, A. M.; Arce, A.

    2009-04-01

    One of the main innovations of Bologna system has been to link learning outcomes, ECTS workload based credits and competences. Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Competences can be distinguished in subject specific and generic ones (instrumental, interpersonal and systemic competences). Actually in Spain Engineering degrees are changing to the new University educational system and should aim to satisfy the real needs of European society. This change has been long and complex, particularly. on the issue that have influenced curricular change Consultation with "actors" and "stakeholders", the definition of academic and professionals profiles and the translation of these into desired learning outcomes. Generic competences or transferable skills are relevant for preparing students well for their future role in society in terms of employability and citizenship. The criteria used by the companies to select their engineers are based in a good background and capacity to adapt and to acquire new knowledge, better than specific education, even postgraduate. It was interesting to note the great importance of generic competences However, Spanish government has regulated conditions of core curriculum need for to guarantee the acquisition of the competences needs to exercise the correspondent professional activities. The new degrees should comply with the core curriculum if the graduates want maintain the legal attributions guaranteed actually by the Spanish Professional Associations. After these degrees, students can access to professional master with actually horizontal attributions of regulated professions.

  18. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

  19. Competencies: A New Sector.

    ERIC Educational Resources Information Center

    Brophy, Monica; Kiely, Tony

    2002-01-01

    Job analysis of managers in 42 Irish three-star hotels identified the following key management competencies and associated behavioral indicators. The results were used to develop a competency framework for management development. (Contains 29 references.) (SK)

  20. Core competencies for pharmaceutical physicians and drug development scientists

    PubMed Central

    Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

    2013-01-01

    Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide. PMID:23986704

  1. Core competencies for pharmaceutical physicians and drug development scientists.

    PubMed

    Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

    2013-01-01

    Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide.

  2. [Competence in Young Children.

    ERIC Educational Resources Information Center

    White, Burton L.

    Four papers discuss the Harvard Preschool Project whose goal is to learn how to structure the experiences of the first six years of life to encourage maximal development of human competence. To determine what competence at age 6 is, a group of 13 highly competent 6-year-olds of mixed residence, class, and ethnicity were compared to a like group of…

  3. Competencies in HRD. Symposium.

    ERIC Educational Resources Information Center

    2002

    This symposium is comprised of three papers on competencies in human resource development (HRD). "The Development of a Competency Model and Assessment Instrument for Public Sector Leadership and Management Development" (Sharon S. Naquin, Elwood F. Holton III) reports on a streamlined methodology and process used to develop a competency model for…

  4. Competencies in Professional Psychology

    ERIC Educational Resources Information Center

    Kaslow, Nadine J.

    2004-01-01

    There has been a burgeoning interest in competency-based education and credentialing in professional psychology. This movement gained momentum at the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. After defining professional competence, the author focuses on the identification and delineation…

  5. Improving Global Health Education: Development of a Global Health Competency Model

    PubMed Central

    Ablah, Elizabeth; Biberman, Dorothy A.; Weist, Elizabeth M.; Buekens, Pierre; Bentley, Margaret E.; Burke, Donald; Finnegan, John R.; Flahault, Antoine; Frenk, Julio; Gotsch, Audrey R.; Klag, Michael J.; Lopez, Mario Henry Rodriguez; Nasca, Philip; Shortell, Stephen; Spencer, Harrison C.

    2014-01-01

    Although global health is a recommended content area for the future of education in public health, no standardized global health competency model existed for master-level public health students. Without such a competency model, academic institutions are challenged to ensure that students are able to demonstrate the knowledge, skills, and attitudes (KSAs) needed for successful performance in today's global health workforce. The Association of Schools of Public Health (ASPH) sought to address this need by facilitating the development of a global health competency model through a multistage modified-Delphi process. Practitioners and academic global health experts provided leadership and guidance throughout the competency development process. The resulting product, the Global Health Competency Model 1.1, includes seven domains and 36 competencies. The Global Health Competency Model 1.1 provides a platform for engaging educators, students, and global health employers in discussion of the KSAs needed to improve human health on a global scale. PMID:24445206

  6. Academic and Athletic Motivation as Predictors of Academic Performance of Division I College Student-Athletes

    ERIC Educational Resources Information Center

    Carter, Christina Michelle

    2012-01-01

    Division I intercollegiate student-athletes represent a unique population of college students on college campuses today because they face competing demands between the student and athlete roles. Without the proper environment and motivation for academic performance, some Division I student-athletes are unable to obtain a college degree and leave…

  7. Evidence of clinical competence.

    PubMed

    Lejonqvist, Gun-Britt; Eriksson, Katie; Meretoja, Riitta

    2012-06-01

    This cross-sectional research used a qualitative questionnaire to explore clinical competence in nursing. The aim was to look for evidence of how clinical competence showed itself in practice. In the research, the views from both education and working life are combined to broadly explore and describe clinical competence from the perspective of students, clinical preceptors and teachers. The questions were formulated on how clinical competence is characterised and experienced, what contributes to it and how it is maintained, and on the relation between clinical competence and evidence-based care. The answers were analysed by inductive content analysis. The results showed that clinical competence in practice is encountering, knowing, performing, maturing and improving. Clinical competence is an ongoing process, rather than a state and manifests itself in an ontological and a contextual dimension.

  8. Divorce, socioeconomic status, and children's cognitive-social competence at school entry.

    PubMed

    Guidubaldi, J; Perry, J D

    1984-07-01

    All 115 kindergarteners in a suburban school district were evaluated with an extensive battery of intellectual, academic, social, and adaptive behavior measures to determine the predictive significance of single-parent status on school-entry competencies. Divorce was found to add significant amounts of independent variance to the socioeconomic status predictions of several criteria, specifically those relating to social and academic competence. Both single-parent status and SES were more powerful predictors than other family background, developmental history, and health variables.

  9. Academic help-seeking behavior among student pharmacists.

    PubMed

    Payakachat, Nalin; Gubbins, Paul O; Ragland, Denise; Norman, Sarah E; Flowers, Schwanda K; Stowe, Cindy D; DeHart, Renee M; Pace, Anne; Hastings, Jan K

    2013-02-12

    Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university.Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest.Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior.Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559

  10. Academic Help-Seeking Behavior Among Student Pharmacists

    PubMed Central

    Gubbins, Paul O.; Ragland, Denise; Norman, Sarah E.; Flowers, Schwanda K.; Stowe, Cindy D.; DeHart, Renee M.; Pace, Anne; Hastings, Jan K.

    2013-01-01

    Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559

  11. [Essential professional core competencies for nurses].

    PubMed

    Chen, Yu-Chih

    2010-10-01

    Core competency is vital to the nursing profession. Such helps guarantee the high quality and effectiveness of delivered care and maintains the social value and status of the nursing profession. This article introduces the definition of nursing core competency and its connotations. The core competency profile for the nursing profession embraces basic behavioral attributes as well as mastery of advanced practice skills. The former include such attributes as gentleness, willingness to serve, keen observation and judgment, efficiency, skillfulness, responsibility and accountability. The latter embraces skills in general care, communication and collaboration, management, self-development, innovation and research, and stress-adjustment. To cultivate competent nurses, academic education should emphasize critical thinking skills, integrate problem-based and evidence-based learning approaches into curricula, and use objective structured clinical examination to evaluate learning outcomes. In the healthcare sector, systematic professional training models such as the clinical ladder with multidiscipline rotation hold the potential to train novice nurses as expert professionals. Meanwhile, to advance the professional capabilities of nurses, nursing administrators should provide a positive work environment to fuel and maintain learning motivation. Education and healthcare systems should work closely together to promote the professional competence of nurses and to strengthen the value of the nursing profession. PMID:20878605

  12. Interprofessional Competencies in Integrative Primary Healthcare.

    PubMed

    Kligler, Benjamin; Brooks, Audrey J; Maizes, Victoria; Goldblatt, Elizabeth; Klatt, Maryanna; Koithan, Mary S; Kreitzer, Mary Jo; Lee, Jeannie K; Lopez, Ana Marie; McClafferty, Hilary; Rhode, Robert; Sandvold, Irene; Saper, Robert; Taren, Douglas; Wells, Eden; Lebensohn, Patricia

    2015-09-01

    In October 2014, the National Center for Integrative Primary Healthcare (NCIPH) was launched as a collaboration between the University of Arizona Center for Integrative Medicine and the Academic Consortium for Integrative Health and Medicine and supported by a grant from the Health Resources and Services Administration. A primary goal of the NCIPH is to develop a core set of integrative healthcare (IH) competencies and educational programs that will span the interprofessional primary care training and practice spectra and ultimately become a required part of primary care education. This article reports on the first phase of the NCIPH effort, which focused on the development of a shared set of competencies in IH for primary care disciplines. The process of development, refinement, and adoption of 10 "meta-competencies" through a collaborative process involving a diverse interprofessional team is described. Team members represent nursing, the primary care medicine professions, pharmacy, public health, acupuncture, naturopathy, chiropractic, nutrition, and behavioral medicine. Examples of the discipline-specific sub-competencies being developed within each of the participating professions are provided, along with initial results of an assessment of potential barriers and facilitators of adoption within each discipline. The competencies presented here will form the basis of a 45-hour online curriculum produced by the NCIPH for use in primary care training programs that will be piloted in a wide range of programs in early 2016 and then revised for wider use over the following year.

  13. Academic detailing.

    PubMed

    Shankar, P R; Jha, N; Piryani, R M; Bajracharya, O; Shrestha, R; Thapa, H S

    2010-01-01

    There are a number of sources available to prescribers to stay up to date about medicines. Prescribers in rural areas in developing countries however, may not able to access some of them. Interventions to improve prescribing can be educational, managerial, and regulatory or use a mix of strategies. Detailing by the pharmaceutical industry is widespread. Academic detailing (AD) has been classically seen as a form of continuing medical education in which a trained health professional such as a physician or pharmacist visits physicians in their offices to provide evidence-based information. Face-to-face sessions, preferably on an individual basis, clear educational and behavioural objectives, establishing credibility with respect to objectivity, stimulating physician interaction, use of concise graphic educational materials, highlighting key messages, and when possible, providing positive reinforcement of improved practices in follow-up visits can increase success of AD initiatives. AD is common in developed countries and certain examples have been cited in this review. In developing countries the authors have come across reports of AD in Pakistan, Sudan, Argentina and Uruguay, Bihar state in India, Zambia, Cuba, Indonesia and Mexico. AD had a consistent, small but potentially significant impact on prescribing practices. AD has much less resources at its command compared to the efforts by the industry. Steps have to be taken to formally start AD in Nepal and there may be specific hindering factors similar to those in other developing nations. PMID:21209521

  14. Physician Competence: A Perspective from the Practicing Cardiologist

    PubMed Central

    2014-01-01

    All cardiologists strive to be “competent” physicians. It is important for both the certifying bodies and our patients to know that we are highly competent in our practice of cardiovascular disease. This is especially true in the current era, with its knowledge explosion and exponential growth in diagnostic and therapeutic procedures. However, physician competence has never been clearly defined, much less measured. The American Board of Medical Subspecialties and the Accreditation Council for Graduate Medical Education (ACGME) have defined six domains for physician competence, including medical knowledge, patient care, communication, practice-based learning, system-based practice, and interpersonal relationships—terminology that has remained unclear to practicing cardiologists. This paper presents a simplistic view of what a cardiologist must achieve to be considered a competent physician and discuss the role of professional societies and academic medical centers in facilitating the attainment and documentation of competence for all of us. PMID:24932364

  15. Evaluation of a BSW Research Experience: Improving Student Research Competency

    ERIC Educational Resources Information Center

    Whipple, Ellen E.; Hughes, Anne; Bowden, Susan

    2015-01-01

    This article examines the experience of 24 BSW students in a faculty-mentored undergraduate research experience (URE) over the course of 1 academic year. In particular, we sought to better understand students' self-perceived sense of competency across 15 specific research skills. In addition, we examined the URE's impact on students' knowledge…

  16. Coparenting, Family Interactions, and Competence among African American Youths.

    ERIC Educational Resources Information Center

    Brody, Gene H.; Flor, Douglas L.

    1996-01-01

    Traced pathways between perceived coparenting support and child-rearing conflict, family interaction quality, and child self-regulation, academic competence, and behavior problems in families of 9- to 12-year-old African-Americans. Found that husbands' perception of coparental support was linked to family interaction quality; wives' perception of…

  17. Global Migration: The Need for Culturally Competent School Psychologists

    ERIC Educational Resources Information Center

    Vega, Desireé; Lasser, Jon; Plotts, Cynthia

    2015-01-01

    Never before have more children lived away from their home countries. Given the unique social, emotional, and academic needs of children who have migrated, school psychologists must be well prepared to meet these growing demands. Consequently, school psychology training programs must invest in the preparation of culturally competent future school…

  18. Competency-Based Education Programs: A Library Perspective

    ERIC Educational Resources Information Center

    Sanders, Colleen

    2015-01-01

    Competency-based education (CBE) is an emerging model for higher education designed to reduce certain barriers to educational attainment. This essay describes CBE and the challenges and opportunities for academic librarians desiring to serve students and faculty in Library and Information Management Master of Library Science (MLS) programs. Every…

  19. Key Considerations in Assessing Young Children's Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Ferrier, David E.; Howarth, Grace Z.; Herndon, Kristina J.; Bassett, Hideko H.

    2016-01-01

    Recent years have witnessed a surge in evidence on preschoolers' emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing…

  20. The Bases of Competence. Skills for Lifelong Learning and Employability.

    ERIC Educational Resources Information Center

    Evers, Frederick T.; Rush, James C.; Berdrow, Iris

    This book, which is intended primarily for instructional development specialists, academic leaders, and faculty members in all types of postsecondary institutions, explains what skills and competencies students need to succeed in today's workplace and details how colleges and universities can strengthen the curriculum to cultivate those skills in…

  1. Examining Preservice EFL Teachers' TPACK Competencies in Turkey

    ERIC Educational Resources Information Center

    Ekrem, Solak; Recep, Çakir

    2014-01-01

    The purpose of the study was to understand the TPACK (Technological Pedagogical Content Knowledge) competency of preservice English teachers and to determine whether there were any significant differences in terms of gender and academic achievement. This study was conducted at a state-run university and subjects were 137 preservice English…

  2. Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-Analysis

    ERIC Educational Resources Information Center

    Pinquart, Martin

    2016-01-01

    Parents and researchers alike are interested in how to promote children's academic competence. The present meta-analysis integrates the results of 308 empirical studies on associations of general parenting dimensions and styles with academic achievement of children and adolescents assessed via grade point average or academic achievement tests.…

  3. Developing the Teaching Competences of Novice Faculty Members: A Review of International Literature

    ERIC Educational Resources Information Center

    Kiffer, Sacha; Tchibozo, Guy

    2013-01-01

    The purpose of this article is to outline what could be learned from the international research literature on the issue of developing teaching competences of novice faculty members. The mission of academics has changed in recent years. Academics must now also meet a strong social demand for graduates' access to employment and are increasingly…

  4. Intercultural Communication Competence: Advising International Students in a Texas Community College

    ERIC Educational Resources Information Center

    Zhang, Yi

    2015-01-01

    Academic advising has long been considered a critical factor to student success. With a qualitative, phenomenological research design, this study was undertaken to better understand the lived experiences of academic advisors in communicating with international students in a community college context. Intercultural communication competence was used…

  5. Integration of Skills and Competencies in the Missouri Marketing Education Core Curriculum. Section II.

    ERIC Educational Resources Information Center

    Ruhland, Sheila K.; Wilkinson, Richard F.

    This publication contains teaching activities for the Fundamentals of Marketing and Advanced Marketing curriculum. Chapter 1 presents an alignment of the marketing education core competencies within the nine curriculum units for Fundamentals of Marketing and Advanced Marketing as they relate to the basic academic skills, advanced academic skills,…

  6. Pragmatic and Grammatical Competence, Length of Residence, and Overall L2 Proficiency

    ERIC Educational Resources Information Center

    Xu, Wei; Case, Rod E.; Wang, Yu

    2009-01-01

    This study examines the influence of length of residence in the target language community and overall L2 proficiency on L2 pragmatic competence with a reference to L2 grammatical competence. Participants were 126 international students in the US with two academic levels of English proficiency from 17 countries, speaking 20 languages. A…

  7. Empirically Valid Strategies to Improve Social and Emotional Competence of Preschool Children

    ERIC Educational Resources Information Center

    McCabe, Paul C.; Altamura, Michelle

    2011-01-01

    Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their…

  8. Definition of Intercultural Competence According to Undergraduate Students at an International University in Germany

    ERIC Educational Resources Information Center

    Odag, Özen; Wallin, Hannah R.; Kedzior, Karina K.

    2016-01-01

    University graduates are required to possess intercultural competence in addition to strong academic skills in today's globalized world. Although such competence has been defined in various theoretical models by intercultural scholars, it remains unknown how the recipients of higher education (the students) define this concept. A total of 130…

  9. Attachment to Mothers and Fathers during Middle Childhood: Associations with Child Gender, Grade, and Competence

    ERIC Educational Resources Information Center

    Diener, Marissa L.; Isabella, Russell A.; Behunin, Melissa G.; Wong, Maria S.

    2008-01-01

    Attachment relationships of first, third, and fifth graders with their mothers and fathers, and their associations with self-perceived and teacher-rated competence, were investigated. Children rated their attachment security with mothers and fathers using the Kerns security scale. Children's perceptions of academic and peer competence were…

  10. Teacher and Observer Ratings of Young African American Children's Social and Emotional Competence

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Keenan, Kate; Wakschlag, Lauren S.

    2012-01-01

    Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3- to 5-year-old), African American children from economically stressed urban environments. There was a specific…

  11. Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes

    ERIC Educational Resources Information Center

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards…

  12. Building a Competency-Based Curriculum Architecture to Educate 21st-Century Business Practitioners

    ERIC Educational Resources Information Center

    Chyung, Seung Youn; Stepich, Donald; Cox, David

    2006-01-01

    Competency-based instruction can be applied to a military setting, an academic program, or a corporate environment with a focus on producing performance-based learning outcomes. In this article, the authors provide theoretical and practical information about underlying characteristics of competencies and explain how the Department of Instructional…

  13. Childhood Social Competence in Functionally Disordered Psychiatric Patients and in Normals.

    ERIC Educational Resources Information Center

    Lewine, Richard R. J.; And Others

    1980-01-01

    Childhood social competence in 59 schizophrenics, 40 personality disordered patients, 14 psychotic depressives, 28 neurotics, and normal adults was assessed. The results indicated that children eventually hospitalized for schizophrenia are characterized by their poor interpersonal skills long before symptom onset; academic competence failed to…

  14. The Role of Social Competence in the Psychological Well-Being of Adolescents in Secondary Education

    ERIC Educational Resources Information Center

    Holopainen, Leena; Lappalainen, Kristiina; Junttila, Niina; Savolainen, Hannu

    2012-01-01

    This study examines the relationship between social competence and psychological well-being of adolescents. The role of academic learning disabilities with social competence and psychological well-being was also studied. The sample (n = 412; 207 girls and 205 boys), one complete age group (mean age 15.5 years), was followed from last year of…

  15. Cultural Competence and the Mississippi Educator: An Investigative Study into the Cultural Competence Levels of Mississippi Educators

    ERIC Educational Resources Information Center

    Jackson Stewart, Felicia L.

    2015-01-01

    Research suggests a linkage between the academic success of culturally and linguistically diverse students and the cultural competence practice and behaviors of educators. Attention in the available research is given to urban school districts with a large population of culturally and linguistically diverse students and the relationships between…

  16. Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

    PubMed Central

    Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

    2010-01-01

    The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs. PMID:20625536

  17. Curriculum Competencies, 1984.

    ERIC Educational Resources Information Center

    Delaware Technical and Community Coll., Dover. Terry Campus.

    This manual specifies the skills and abilities possessed by the graduates of programs offered by the Terry Campus of Delaware Technical and Community College. First, introductory material discusses the college's competency-based philosophy and the efforts by faculty and administrators to criterion reference the competencies perceived by faculty to…

  18. Profiles of Algebraic Competence

    ERIC Educational Resources Information Center

    Humberstone, J.; Reeve, R.A.

    2008-01-01

    The algebraic competence of 72 12-year-old female students was examined to identify profiles of understanding reflecting different algebraic knowledge states. Beginning algebraic competence (mapping abilities: word-to-symbol and vice versa, classifying, and solving equations) was assessed. One week later, the nature of assistance required to map…

  19. Drafting. Competency Based Curriculum.

    ERIC Educational Resources Information Center

    Everly, Al; And Others

    This competency based drafting curriculum is presented in seven specialization sections with units in each section containing a competency statement, performance objective, learning activities, evaluation, and quiz or problem sheets. Some units also contain answer sheets and/or handout sheets. Sections and number of units presented are (1) basic…

  20. Adult Educators' Core Competences

    ERIC Educational Resources Information Center

    Wahlgren, Bjarne

    2016-01-01

    Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned…

  1. Global Managers' Career Competencies

    ERIC Educational Resources Information Center

    Cappellen, Tineke; Janssens, Maddy

    2008-01-01

    Purpose: This study aims to empirically examine the career competencies of global managers having world-wide coordination responsibility: knowing-why, knowing-how and knowing-whom career competencies. Design/methodology/approach: Based on in-depth interviews with 45 global managers, the paper analyzes career stories from a content analysis…

  2. Competence, Curriculum, and Control.

    ERIC Educational Resources Information Center

    Jackson, Nancy S.

    1988-01-01

    Draws upon a case study of a community college program review to examine the application of a competency-based approach to the process of curriculum design. Suggests that competency-based curriculum development shifts the basis for decision making from teacher knowledge to an objectified accounting system of employers and curriculum technicians.…

  3. Competencies and Their Assessment

    ERIC Educational Resources Information Center

    Drisko, James W.

    2014-01-01

    This article explores competencies and methods for their assessment in higher education and in social work's accreditation standards. Many contemporary policy and educational accreditation efforts employ the model of competency assessment. The current emphasis on accountability in higher education, including the Council on Social Work…

  4. Assessing and Teaching Competence

    ERIC Educational Resources Information Center

    Grant, Terri

    2004-01-01

    The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more…

  5. Analyzing ADN competencies.

    PubMed

    Mitchell, P R

    1989-01-01

    El Paso Community College District, using the DACUM Process, identified 19 major competency areas with 313 specific competencies for AD Nursing. This article provides an overview of the DACUM Process, a discussion of the application to the ADN program, a summary of the results, and future activities.

  6. Developing Competence at Work

    ERIC Educational Resources Information Center

    Bound, Helen; Lin, Magdalene

    2013-01-01

    In this paper, we explore the relationship between differing conceptualisations of competence, and the implications of these differences for the enacted workplace curriculum and its pedagogical epistemologies. We argue that when competence is understood as a set of stand-alone attributes that reside within an individual, it limits and over…

  7. The Spiritual Competency Scale

    ERIC Educational Resources Information Center

    Robertson, Linda A.

    2010-01-01

    This study describes the development of the Spiritual Competency Scale, which was based on the Association for Spiritual, Ethical and Religious Values in Counseling's original Spiritual Competencies. Participants were 662 counseling students from religiously based and secular universities nationwide. Exploratory factor analysis revealed a 22-item,…

  8. Cultural Competence Revisited

    ERIC Educational Resources Information Center

    Garran, Ann Marie; Werkmeister Rozas, Lisa

    2013-01-01

    In 2001, the National Association of Social Workers (NASW) adopted 10 discrete standards of culturally competent practice which undergird our commitment to diversity and social justice. The concept of intersectionality is newly emerging in social work, though, causing us to reflect on our current conceptualizations of cultural competence.…

  9. Developing Culturally Competent Organizations.

    ERIC Educational Resources Information Center

    Focal Point, 1994

    1994-01-01

    This special issue examines multicultural aspects of services provided by agencies concerned with children's mental health. The lead article is titled "Developing Culturally Competent Organizations" by James L. Mason. This article uses the cultural competence model to discuss an organization's self-evaluation and its planning in the areas of…

  10. Competing Conceptions of Academic Governance: Negotiating the Perfect Storm

    ERIC Educational Resources Information Center

    Tierney, William G., Ed.

    2004-01-01

    Today, institutional leaders face numerous struggles: intervention from boards of trustees, alumni, and state legislators; decline in financial support from the states; and competition in an increasingly global marketplace. While it is agreed that effective governance structures allow institutions to respond creatively to these challenges, how…

  11. From Research to Practice: Promoting Academic Competence for Underserved Students

    ERIC Educational Resources Information Center

    Shapiro, Edward S.

    2008-01-01

    Over many decades, the efforts of researchers to understand key issues in the reading performance of those children most at risk for developing later reading problems has been relentless. This article presents the author's commentary to three studies: (1) Vanderwood, Linklater, and Healy (2008); (2) Edl, Jones, and Estell (2008); and (3) Baker et…

  12. Home-School Collaboration: Enhancing Children's Academic and Social Competence.

    ERIC Educational Resources Information Center

    Christenson, Sandra L., Ed.; Conoley, Jane Close, Ed.

    This book emphasizes the importance of collaboration between the school and the home/parents in enhancing the possibilities for students' success. Twenty-four individual chapters by 45 contributors include: (1) "Family Systems and the School" (William Doherty and Vida Peskay); (2) "Home-School Collaboration: Effects, Issues, and Opportunities"…

  13. Enhancing Student Learning: Emphasizing Essential Competencies in Academic Programs.

    ERIC Educational Resources Information Center

    Farmer, D. W.

    Concrete descriptions of what has be done to improve undergraduate education at King's College, Pennsylvania are provided in this book, which represents a change agent's perspective on implementing an outcomes oriented curriculum and course-embedded assessment model. The necessity to achieve excellence in undergraduate education through…

  14. Interprofessional Competencies in Integrative Primary Healthcare

    PubMed Central

    Brooks, Audrey J.; Maizes, Victoria; Goldblatt, Elizabeth; Klatt, Maryanna; Koithan, Mary S.; Kreitzer, Mary Jo; Lee, Jeannie K.; Lopez, Ana Marie; McClafferty, Hilary; Rhode, Robert; Sandvold, Irene; Saper, Robert; Taren, Douglas; Wells, Eden; Lebensohn, Patricia

    2015-01-01

    In October 2014, the National Center for Integrative Primary Healthcare (NCIPH) was launched as a collaboration between the University of Arizona Center for Integrative Medicine and the Academic Consortium for Integrative Health and Medicine and supported by a grant from the Health Resources and Services Administration. A primary goal of the NCIPH is to develop a core set of integrative healthcare (IH) competencies and educational programs that will span the interprofessional primary care training and practice spectra and ultimately become a required part of primary care education. This article reports on the first phase of the NCIPH effort, which focused on the development of a shared set of competencies in IH for primary care disciplines. The process of development, refinement, and adoption of 10 “meta-competencies” through a collaborative process involving a diverse interprofessional team is described. Team members represent nursing, the primary care medicine professions, pharmacy, public health, acupuncture, naturopathy, chiropractic, nutrition, and behavioral medicine. Examples of the discipline-specific sub-competencies being developed within each of the participating professions are provided, along with initial results of an assessment of potential barriers and facilitators of adoption within each discipline. The competencies presented here will form the basis of a 45-hour online curriculum produced by the NCIPH for use in primary care training programs that will be piloted in a wide range of programs in early 2016 and then revised for wider use over the following year. PMID:26421232

  15. Competencies and frameworks in interprofessional education: a comparative analysis.

    PubMed

    Thistlethwaite, Jill E; Forman, Dawn; Matthews, Lynda R; Rogers, Gary D; Steketee, Carole; Yassine, Tagrid

    2014-06-01

    Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices. Whilst an admirable aim, often this has resulted in more confusion with the introduction of varying definitions about similar constructs, particularly in relation to what IPE actually means.The authors explore the nature of the terms competency and framework, while critically appraising the concept of competency frameworks and competency-based education. They distinguish between competencies for health professions that are profession specific, those that are generic, and those that may be achieved only through IPE. Four IPE frameworks are compared to consider their similarities and differences, which ultimately influence how IPE is implemented. They are the Interprofessional Capability Framework (United Kingdom), the National Interprofessional Competency Framework (Canada), the Core Competencies for Interprofessional Collaborative Practice (United States), and the Curtin University Interprofessional Capability Framework (Australia).The authors highlight the need for further discussion about establishing a common language, strengthening ways in which academic environments work with practice environments, and improving the assessment of interprofessional competencies and teamwork, including the development of assessment tools for collaborative practice. They also argue that for IPE frameworks to be genuinely useful, they need to augment existing curricula by emphasizing outcomes that might be attained only through interprofessional activity. PMID:24871237

  16. Developing emergency nursing competence.

    PubMed

    Proehl, Jean A

    2002-03-01

    Developing and maintaining the competence emergency nurses need is an important function of emergency clinical nurse specialists (CNS), educators, and other members of the emergency department (ED) leadership team. A thorough orientation is the first and most important step in developing the competence of emergency nurses. After orientation, the challenge is to maintain currency of practice in the face of incessant change such as new medications, new equipment, and new therapies in emergency care. This article focuses on the orientation of emergency nurses. A related article in this issue addresses assessment of competency. PMID:11818264

  17. Academic Delay of Gratification and Academic Achievement

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2011-01-01

    The ability to delay gratification is the cornerstone of all academic achievement and education. It is by delaying gratification that learners can pursue long-term academic and career goals. In general, "delay of gratification" refers to an individual's ability to forgo immediate rewards for the sake of more valuable ones later (Mischel, 1996).…

  18. Association of Academic Physiatrists

    MedlinePlus

    ... RFC Newsletter - Physiatry in Motion Discussion Forums FileShare Libraries Membership Directory About AAP President's Message Mission & Strategic ... children('.slide-panel.notactive').removeClass('notactive'); autoPlay();}); }); Your Academic Home for Physiatry The Association of Academic Physiatrists ( ...

  19. Success of Academic Failures

    ERIC Educational Resources Information Center

    Meskill, Victor P.

    1971-01-01

    The process of readmission of academically troubled students should be subjected to extensive critical analysis. The human resources represented by the college academic dropout, often overlooked in the past should be reclaimed and channeled into productive areas. (Author)

  20. Teacher Competencies in Health Education: Results of a Delphi Study

    PubMed Central

    Moynihan, Sharon; Paakkari, Leena; Välimaa, Raili; Jourdan, Didier; Mannix-McNamara, Patricia

    2015-01-01

    Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Conclusion Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. PMID:26630180

  1. Assessing Core Competencies

    NASA Astrophysics Data System (ADS)

    Narayanan, M.

    2004-12-01

    Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marches in 1987. Assessment in the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). It is widely recognized that sophisticated computing technologies are becoming a key element in today's classroom instructional techniques. Regardless, the Professor must be held responsible for creating an instructional environment in which the technology actually supplements learning outcomes of the students. Almost all academic disciplines have found a niche for computer-based instruction in their respective professional domain. In many cases, it is viewed as an essential and integral part of the educational process. Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology

  2. Academic Inbreeding in Nursing

    ERIC Educational Resources Information Center

    Miller, Michael H.

    1977-01-01

    Academic inbreeding, the employment for faculty positions of persons who receive their graduate training at the same academic institution, is considered detrimental to an institution's academic environment. Results of a study conducted at 54 universities revealed that almost half the faculty (48 percent) in collegiate nursing programs are drawn…

  3. What Is Academic Vocabulary?

    ERIC Educational Resources Information Center

    Baumann, James F.; Graves, Michael F.

    2010-01-01

    In this article, the authors address the construct of "academic vocabulary." First, they attempt to bring some clarity to a constellation of terms surrounding academic vocabulary. Second, they compare and contrast definitions of academic vocabulary. Third, they review typologies that researchers and writers have proposed to organize academic…

  4. The Academic Adviser

    ERIC Educational Resources Information Center

    Darling, Ruth

    2015-01-01

    In this essay, I explore the idea that "academic" advisers are "academics" who play a major role in connecting the general education curriculum to the students' experience as well as connecting the faculty to the students' holistic experience of the curriculum. The National Academic Advising Association Concept of Academic…

  5. Bridges to Academic Writing.

    ERIC Educational Resources Information Center

    Gornowich, Barbara Bernstein; Nelson, Anthony

    The materials comprise the curriculum for an introductory course in academic writing for limited English proficient adult or college students. The guide is intended for the upper end of a survival language skills course or the lowest end of an academic developmental writing sequence. The curriculum instructs students on academic life and assists…

  6. Development of an interprofessional competency framework in Japan.

    PubMed

    Haruta, Junji; Sakai, Ikuko; Otsuka, Mariko; Yoshimoto, Hisashi; Yoshida, Kazue; Goto, Michiko; Shimoi, Toshinori

    2016-09-01

    This article presents a project that aimed to identify a set of competencies (domains and statements) to prepare Japanese students and healthcare practitioners for collaborative practice. The Japan Association for Interprofessional Education (JAIPE) has started a government-funded project to formulate its interprofessional competency framework, in cooperation with professional organisations (e.g. Japan Society for Medical Education) in healthcare and social sciences. This three-year project is underway as part of the Initiative to Build up the Core Healthcare Personnel programme of Mie University. This project consists of five stages: literature review, data collection, prototype development, consensus formation, and finalisation. Our efforts will culminate in Japan's first interprofessional competency framework, with consensus from relevant academic societies and other stakeholders. We hope that the involvement of stakeholder participation will improve the usability of the final interprofessional competency framework. PMID:27351518

  7. Competency-based models of learning for engineers: a comparison

    NASA Astrophysics Data System (ADS)

    Lunev, Alexander; Petrova, Irina; Zaripova, Viktoria

    2013-10-01

    One of the goals of higher professional education is to develop generic student competencies across a variety of disciplines that play a crucial role in education and that provide wider opportunities for graduates in finding good jobs and more chance of promotion. In this article a list of generic competencies developed in Russian universities is compared with a similar list developed by a consortium of Russian and European universities (project TUNING-RUSSIA). Then there is a second comparison with a list of competencies taken from the CDIO Syllabus. This comparison indicates the degree of similarity among the lists and the possible convergence among universities all over the world. The results are taken from a survey carried out among Russian employers, academics, and graduates. The survey asked to rate each listed competence by its importance and the degree of achieving goals in the process of the education.

  8. The Effectiveness of Adopting E-Readers to Facilitate EFL Students' Process-Based Academic Writing

    ERIC Educational Resources Information Center

    Hung, Hui-Chun; Young, Shelley Shwu-Ching

    2015-01-01

    English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic…

  9. What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent

    2010-01-01

    This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…

  10. Conceptualizing, Measuring, and Analyzing the Characteristics of Academically Disengaged Students: Results from UCUES 2010

    ERIC Educational Resources Information Center

    Brint, Steven; Cantwell, Alison M.

    2014-01-01

    We theorize 5 dimensions of academic disengagement based on students' values, motivations, study behaviors, academic interactions, and competing involvements. Using 2010 survey data from the University of California, we find support for this conceptualization. The size of disengaged populations varied between 5% and 25%, depending on the…

  11. Multicultural Environments of Academic versus Internship Training Programs: Lessons to Be Learned

    ERIC Educational Resources Information Center

    Peters, Heather J.; Krumm, Angela J.; Gonzales, Rufus R.; Gunter, Kensa K.; Paez, Karen N.; Zygowicz, Sharon D.; Haggins, Kristee L.

    2011-01-01

    Psychology training programs have a responsibility to train multiculturally competent psychologists. Predoctoral interns were surveyed to compare the multicultural environment of academic and internship programs. Internship programs were perceived as more multicultural than were academic programs. Factors contributing to differences are examined,…

  12. Practitioner Perspectives on Cataloging Education for Entry-Level Academic Librarians.

    ERIC Educational Resources Information Center

    Letarte, Karen M.; Turvey, Michelle R.; Borneman, Dea; Adams, David L.

    2002-01-01

    Discussion of the role of cataloging education within the library profession focuses on results of a survey of members of the Association of Research Libraries that investigated the importance of cataloging competencies for all entry-level academic librarians. Discusses implications for library education for academic librarians and for the…

  13. Responding to Technological Change: IT Skills and the Academic Teaching Profession

    ERIC Educational Resources Information Center

    Haynes, Philip; Ip, Ken; Saintas, Patrick; Stanier, Stan; Palmer, Helen; Thomas, Nicola; Reast, Gareth; Barlow, Joyce; Maillardet, Fred

    2004-01-01

    Six academics in a new university were seconded to the role of part-time learning technology support. It was necessary to have an informed view of the IT skills level of all academic teaching staff. A selfassessment questionnaire was designed based on the core competencies in the European Computer Driving Licence (ECDL). The results were used to…

  14. The Longitudinal Relation between Academic/Cognitive Skills and Externalizing Behavior Problems in Preschool Children

    ERIC Educational Resources Information Center

    Metcalfe, Lindsay A.; Harvey, Elizabeth A.; Laws, Holly B.

    2013-01-01

    Existing research suggests that there is a relation between academic/cognitive deficits and externalizing behavior in young children, but the direction of this relation is unclear. The present study tested competing models of the relation between academic/cognitive functioning and behavior problems during early childhood. Participants were 221…

  15. A Contextualized View on Long-Term Predictors of Academic Performance

    ERIC Educational Resources Information Center

    Gut, Janine; Reimann, Giselle; Grob, Alexander

    2013-01-01

    Several studies show that parents' and teachers' perceptions of children's academic competence are important predictors of children's subsequent academic performance. However, there is a lack of evidence on what precedes these perceptions as well as the dynamics within a comprehensive model. The aim of this study was to investigate the…

  16. Academic Attitudes and Psychological Well-Being of Black American Psychology Graduate Students

    ERIC Educational Resources Information Center

    Uqdah, Aesha L.; Tyler, Kenneth M.; DeLoach, Chante

    2009-01-01

    The goal of this study is to explore the relationships between academic self-concept, perception of competency in related domains, and academic motivation (intrinsic, extrinsic, and amotivation), and reported anxiety and depression among Black American psychology graduate students. The major research question asks whether there is a relationship…

  17. Colliding Scopes: Seeing Academic Library Leadership through a Lens of Complexity

    ERIC Educational Resources Information Center

    Baird, Lynn N.

    2010-01-01

    Academic libraries routinely negotiate layers of change as embedded organizations in higher education institutions. Facing competing demands with limited resources gave rise to the question: how do academic library deans effectively lead their organizations in times of change? A Delphi Method study was conducted to identify successful leadership…

  18. Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2012-01-01

    This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

  19. Early Parenting Beliefs and Academic Achievement: The Mediating Role of Language

    ERIC Educational Resources Information Center

    Im-Bolter, Nancie; Zadeh, Zohreh Yaghoub; Ling, Daphne

    2013-01-01

    Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent-child interactions that foster language competence. Early negative…

  20. Tenure as a Fact of Academic Life: A Methodology for Managing the Performance of Tenured Professors

    ERIC Educational Resources Information Center

    Hawkins, Alfred G., Jr.; Graham, Richard D.; Hall, Richard F.

    2007-01-01

    Academic freedom is the right, especially of a university professor, to free speech without fear of reprisal. Experts posit three means to academic freedom: tenure, due process and professional competence. A critical issue in current post-secondary education governance and administration that relates to each of these means is post-tenure review.…

  1. Psychosocial Stress, Internalized Symptoms, and the Academic Achievement of Hispanic Adolescents.

    ERIC Educational Resources Information Center

    Alva, Sylvia Alatorre; de Los Reyes, Rydda

    1999-01-01

    Examined the relationship between stressful life events, internalized symptoms of stress, and academic achievement in urban Hispanic high school students. Found direct effects of stressful life events and perceived competence on school grades and internalized symptoms. Multiplicative interactions for perceived competence were not significant…

  2. From Vocational Training to Academic Education: The Situation of the Schools of Nursing in Sweden.

    ERIC Educational Resources Information Center

    Andersson, Ewa Pilhammar

    1999-01-01

    The success of the change from vocational training to academic education for nurses in Sweden depends on faculty competence. Observations at three Swedish nursing schools and interviews with 59 nurse educators identified strategies educators used to maintain teaching competence: being "real" nurses, being prepared in different subjects, and having…

  3. Capacity Levels of Academic Staff in a Malaysian Public University: Students' Perspective

    ERIC Educational Resources Information Center

    Tajuddin, Muhammad Jawad; Ghani, Muhammad Faizal A.; Siraj, Saedah; Saifuldin, Mohd Helmi Firdaus; Kenayatulla, Husaina Banu; Elham, Faisol

    2013-01-01

    This research aims to develop a competency model for staff of higher education institutions in Malaysia. The model involves the listing of the main features and implementation strategy for the development of academic competence. Specifically, this research aims to achieve the following research objectives: a) to identify if there is any…

  4. Developing and implementing core competencies for integrative medicine fellowships.

    PubMed

    Ring, Melinda; Brodsky, Marc; Low Dog, Tieraona; Sierpina, Victor; Bailey, Michelle; Locke, Amy; Kogan, Mikhail; Rindfleisch, James A; Saper, Robert

    2014-03-01

    The Consortium of Academic Health Centers for Integrative Medicine defines integrative medicine as "the practice of medicine that reaffirms the importance of the relationship between practitioner and patient, focuses on the whole person, is informed by evidence, and makes use of all appropriate therapeutic approaches, health care professionals, and disciplines to achieve optimal health and healing." Over the past three decades, the U.S. public increasingly has sought integrative medicine approaches. In an effort to train medical professionals to adequately counsel patients on the safe and appropriate use of these approaches, medical schools and residencies have developed curricula on integrative medicine for their trainees. In addition, integrative medicine clinical fellowships for postresidency physicians have emerged to provide training for practitioners interested in gaining greater expertise in this emerging field. Currently, 13 clinical fellowships in integrative medicine exist in the United States, and they are predominantly connected to academic medical centers or teaching affiliate hospitals. In 2010, the Consortium of Academic Health Centers for Integrative Medicine, represented by 56 member academic health care institutions with a shared commitment to advance the principles and practices of integrative medicine, convened a two-year task force to draft integrative medicine fellowship core competencies. These competencies would guide fellowship curriculum development and ensure that graduates possessed a common body of knowledge, skills, and attitudes. In this article, the authors discuss the competencies and the task force's process to develop them, as well as associated teaching and assessment methods, faculty development, potential barriers, and future directions.

  5. Promoting Student Academic Success: Paying Attention to Learning Environmental Factors

    ERIC Educational Resources Information Center

    Li, Nan

    2012-01-01

    Achievement gaps become greater for schools with high-poverty and high-minority school population in the United States in recent years (Dillon, 2005; Lee & Slaughter-Defoe, 2004). The academic success of minority students is important because the nation cannot successfully compete in a global market when a considerable portion of its school…

  6. Academic Wholism: Bridging the Gap between High School and College

    ERIC Educational Resources Information Center

    Giuliano, Barbara; Sullivan, Judith

    2007-01-01

    Without adequate reading comprehension, writing proficiency, math competency, and critical thinking skills, students pursuing higher education are vulnerable to failure. An environmental Science course built around academic wholism is the focus of a summer program designed to bridge the gap between high school and college. Students self-reflect…

  7. Goal Orientations in an EFL Advanced Academic Writing Context

    ERIC Educational Resources Information Center

    Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah

    2015-01-01

    Academic writing at advanced levels is the most important way of demonstrating one's expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful,…

  8. How IELTS Preparation Courses Support Students: IELTS and Academic Socialisation

    ERIC Educational Resources Information Center

    Yang, Yanxian; Badger, Richard

    2015-01-01

    IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from…

  9. Academic Spending versus Athletic Spending: Who Wins? Issue Brief

    ERIC Educational Resources Information Center

    Desrochers, Donna M.

    2013-01-01

    Athletics are big business on many college campuses, but does this come with a price tag? This issue brief looks at academic and athletic spending in NCAA Division I public universities between 2005 and 2010. Among a host of findings, this brief shows that the athletic departments of most public colleges and universities competing in NCAA Division…

  10. Academic Underachievement: The Relationship between Motivation and Study Skills

    ERIC Educational Resources Information Center

    Melton, Rebecca Mindigo

    2013-01-01

    Research indicates that students underachieve in college settings, in spite of intellect and other abilities. This research tested the likelihood of self-efficacy for learning, conscientiousness, impulsivity, procrastination and temporal discounting to predict academic achievement in an online competency-based university. Undergraduate students (N…

  11. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit,…

  12. Handwriting development, competency, and intervention.

    PubMed

    Feder, Katya P; Majnemer, Annette

    2007-04-01

    Failure to attain handwriting competency during the school-age years often has far-reaching negative effects on both academic success and self-esteem. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Fine motor control, bilateral and visual-motor integration, motor planning, in-hand manipulation, proprioception, visual perception, sustained attention, and sensory awareness of the fingers are some of the component skills identified. Poor handwriting may be related to intrinsic factors, which refer to the child's actual handwriting capabilities, or extrinsic factors which are related to environmental or biomechanical components, or both. It is important that handwriting performance be evaluated using a valid, reliable, standardized tool combined with informal classroom observation and teacher consultation. Studies of handwriting remediation suggest that intervention is effective. There is evidence to indicate that handwriting difficulties do not resolve without intervention and affect between 10 and 30% of school-aged children. Despite the widespread use of computers, legible handwriting remains an important life skill that deserves greater attention from educators and health practitioners.

  13. Cosmetology. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 17 units (with or without subunits), competencies, and competency builders that identify the occupational,…

  14. Dental Assisting Competencies. Final Report.

    ERIC Educational Resources Information Center

    Richards, Beverly; And Others

    This document contains dental assisting competencies and competency-based performance objectives, learning activities, resources, and evaluation procedures for each competency that was adapted and developed by instructors of dental assisting to suit the needs and legal parameters of Pennsylvania. The competencies and associated elements are…

  15. Medical Assisting Competencies. Final Report.

    ERIC Educational Resources Information Center

    Richards, Beverly; And Others

    This document contains medical assisting competencies and competency-based performance objectives, learning activities, resources, and levels of achievement for each competency that were adapted and developed by instructors of medical assisting to suit the needs and legal parameters of Pennsylvania. The competencies and associated elements are…

  16. Advantages and Challenges of Working as a Clinician in an Academic Department of Medicine: Academic Clinicians' Perspectives

    PubMed Central

    Christmas, Colleen; Durso, Samuel C.; Kravet, Steven J.; Wright, Scott M.

    2010-01-01

    Background The provision of high-quality clinical care is critical to the mission of academic and nonacademic clinical settings and is of foremost importance to academic and nonacademic physicians. Concern has been increasingly raised that the rewards systems at most academic institutions may discourage those with a passion for clinical care over research or teaching from staying in academia. In addition to the advantages afforded by academic institutions, academic physicians may perceive important challenges, disincentives, and limitations to providing excellent clinical care. To better understand these views, we conducted a qualitative study to explore the perspectives of clinical faculty in prominent departments of medicine. Methods Between March and May 2007, 2 investigators conducted in-depth, semistructured interviews with 24 clinically excellent internal medicine physicians at 8 academic institutions across the nation. Transcripts were independently coded by 2 investigators and compared for agreement. Content analysis was performed to identify emerging themes. Results Twenty interviewees (83%) were associate professors or professors, 33% were women, and participants represented a wide range of internal medicine subspecialties. Mean time currently spent in clinical care by the physicians was 48%. Domains that emerged related to faculty's perception of clinical care in the academic setting included competing obligations, teamwork and collaboration, types of patients and productivity expectations, resources for clinical services, emphasis on discovery, and bureaucratic challenges. Conclusions Expert clinicians at academic medical centers perceive barriers to providing excellent patient care related to competing demands on their time, competing academic missions, and bureaucratic challenges. They also believe there are differences in the types of patients seen in academic settings compared with those in the private sector, that there is a “public” nature in

  17. Higher Education Change and Professional-Academic Identity in Newly "Academic" Disciplines: The Case of Nurse Education

    ERIC Educational Resources Information Center

    Findlow, Sally

    2012-01-01

    This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only recently become part of the business of higher education. The article engages with important questions about higher education change and purpose, standards and parity among disciplines. Taking a critical ethnographic…

  18. Nursing Informatics Competencies for Emerging Professionals: International Leaders Panel.

    PubMed

    Pruinelli, Lisiane

    2016-01-01

    To achieve a cursory review of the competencies necessary for acquire a successful career in a competitive job market, the panel will bring together leaders from renowned academic, successful health corporations, and international leaders in nursing informatics to the table for discussion, dialogue, and make recommendations. Panelists will reflect on their experiences within the different types of informatics organizations and present some of the current challenges when educating skillful professionals. The panel will provide personal experiences, thoughts, and advice on the competencies development in nursing informatics from their lens.

  19. The Structural Consistency of a Six-Factor Model of Academic Self-Concept among Culturally Diverse Preadolescents in the United States

    ERIC Educational Resources Information Center

    Ockey, Gary J.; Abercrombie, Sara

    2013-01-01

    For decades, research has indicated that preadolescents' self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some…

  20. Pseudodementia and competency.

    PubMed

    Good, M I

    1993-01-01

    An increase in the number of challenges to competency determinations in probate cases parallels an increasingly aging population. In the literature on competency determination, there is little if any discussion of the implications of pseudodementing conditions, which can quite readily be misdiagnosed as true dementias, especially in the elderly. This case report describes a patient thought to have had a stroke with dementia and paresis who turned out to have had a pseudodementia. She later made a dramatic and somewhat surprising recovery. It subsequently came to light that a nearly successful attempt had been made to defraud her of her estate during her presumed dementia, which was thought to have been irreversible. The case underscores issues in competency determination, including matters of diagnosis, prognosis, and undue influence.

  1. Learning to Become an Intercultural Practitioner: The Case of Lifelong Learning Intensive Programme Interdisciplinary Course of Intercultural Competences

    ERIC Educational Resources Information Center

    Onorati, Maria Giovanna; Bednarz, Furio

    2010-01-01

    This paper dates back to 2009 (it was first presented at the CRLL Conference at Stirling University) and deals with the advances in lifelong learning introduced by an ERASMUS LLP-IP named Interdisciplinary Course of Intercultural Competences (ICIC). The programme, that involves academic and non-academic institutions concerned with higher education…

  2. A Review of Twenty Years of Competency-Based Training in the Australian Vocational Education and Training System

    ERIC Educational Resources Information Center

    Smith, Erica

    2010-01-01

    In this paper, the author reflects, both as an academic researcher and as a senior practitioner, on the experience of competency-based training (CBT) in the Australian vocational education and training system. She seeks to draw conclusions about the Australian experience using a typology drawn from the academic literature which focuses on the…

  3. Health Occupations. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Tieman, Rebecca; Burns, Stacey

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for health occupations. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  4. Business Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Tieman, Rebecca; Burns, Stacey

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for business education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  5. Marketing Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Instructional Materials Lab.

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for marketing education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  6. Industrial Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Instructional Materials Lab.

    This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for industrial education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

  7. Increasing School Success through Partnership-Based Family Competency Training: Experimental Study of Long-Term Outcomes

    ERIC Educational Resources Information Center

    Spoth, Richard; Randall, G. Kevin; Shin, Chungyeol

    2008-01-01

    An expanding body of research suggests an important role for parent or family competency training in children's social-emotional learning and related school success. This article summarizes a test of a longitudinal model examining partnership-based family competency training effects on academic success in a general population. Specifically, it…

  8. Supporting Early Childhood Teachers to Promote Children's Social Competence: Components for Best Professional Development Practices

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2014-01-01

    There is a growing recognition that young children's social competence is critical because it is positively associated with their school readiness and academic success. However, professional development (PD) opportunities for early childhood teachers to enhance their roles in promoting young children's social competence are limited. In…

  9. Forensic psychiatric examinations: competency.

    PubMed

    Koson, D F

    1982-01-01

    The many definitions of competency in civil, criminal, and domestic relations law are discussed with emphasis on the various legal criteria for competency and the different classes of psychiatric information required to apply the criteria to a given case. Within the context of a general discussion of forensic examinations, techniques for gathering the right kind of information are systematically related to the exigencies of evaluating past, present, or future mental states by selectively altering the focus of mental status evaluations and history-taking. In addition, special investigative techniques such as hypnosis, Amytal sodium interview, stress interview, psychological testing, and others are discussed.

  10. Leading change in diversity and cultural competence.

    PubMed

    de Leon Siantz, Mary Lou

    2008-01-01

    This article describes an expanded leadership role needed in schools of nursing as the nurse of the 21st century is prepared to assume expanded roles in a diverse society. With schools of nursing becoming more global, and the diverse population of the United States rapidly growing, a critical need exists for nurses who are ready to partner in the health care that multicultural communities need locally, nationally, and globally. Diversity and cultural competence have now become central issues in nursing education, research, practice, and health policy. Diversity leadership in a school of nursing can no longer concentrate only on issues of affirmative action, recruitment, and retention. The purpose of this article is to discuss how diversity leadership must increasingly focus on building a corporate environment in schools of nursing that integrates diversity and cultural competence with the strategic plan of the School's Chief Nursing Officer, across academic programs, research, practice, and public policy to eliminate health disparities in partnership with faculty, students, staff, the University infrastructure, and the community at large. The theoretical framework that guided the strategic planning is based on the model used by the Robert Wood Johnson Executive Nurse Fellowship Program. Examples of program initiatives designed to implement the strategic plan to strengthen the diversity and cultural competence of one school of nursing environment are described.

  11. Leading change in diversity and cultural competence.

    PubMed

    de Leon Siantz, Mary Lou

    2008-01-01

    This article describes an expanded leadership role needed in schools of nursing as the nurse of the 21st century is prepared to assume expanded roles in a diverse society. With schools of nursing becoming more global, and the diverse population of the United States rapidly growing, a critical need exists for nurses who are ready to partner in the health care that multicultural communities need locally, nationally, and globally. Diversity and cultural competence have now become central issues in nursing education, research, practice, and health policy. Diversity leadership in a school of nursing can no longer concentrate only on issues of affirmative action, recruitment, and retention. The purpose of this article is to discuss how diversity leadership must increasingly focus on building a corporate environment in schools of nursing that integrates diversity and cultural competence with the strategic plan of the School's Chief Nursing Officer, across academic programs, research, practice, and public policy to eliminate health disparities in partnership with faculty, students, staff, the University infrastructure, and the community at large. The theoretical framework that guided the strategic planning is based on the model used by the Robert Wood Johnson Executive Nurse Fellowship Program. Examples of program initiatives designed to implement the strategic plan to strengthen the diversity and cultural competence of one school of nursing environment are described. PMID:18504031

  12. Gifted Students' WISC-IV Discrepancies and Performance, Academic Competence, and Academic Attitude

    ERIC Educational Resources Information Center

    Brletich, Anne M.

    2013-01-01

    In the era of No Child Left Behind (ED, 2001), public school administrators have dedicated resources to ensuring all students reach proficiency in basic skills on the state mandated assessments. The focus on reaching proficiency on NCLB assessments is less of a concern for gifted students who exceed grade level expectations and have the potential…

  13. The Academic Structure in Japan: Institutional Hierarchy and Academic Mobility.

    ERIC Educational Resources Information Center

    Arimoto, Akira

    The characteristics of the Japanese academic structure are examined with attention to the evolution of institutional hierarchy, the closed academic structure, and the effects of the academic structure upon academic research. The evolution of Japan's institutional hierarchy in academics has been tightly related to factors of nationalism,…

  14. Partnerships with Academic Departments

    ERIC Educational Resources Information Center

    English, Anthony M.

    2013-01-01

    This chapter describes how professional and continuing higher education units can develop and sustain successful partnerships with academic departments in order to deliver educational programs effectively to students.

  15. Ethics and academic integrity.

    PubMed

    Milton, Constance L

    2015-01-01

    Academics from across the globe must navigate ever-increasing demands for research, practice, and educational productivity. With the increased demands, nurse faculty must choose value priorities and actions that reflect academic integrity. What does it mean to choose actions that reflect personal integrity in the academic arena? This article begins an important nursing philosophical and theoretical discussion that members and future members of the discipline of nursing must reflect upon and grapple with as they consider what it potentially means to act with straight thinking and integrity in academics. PMID:25520458

  16. Competencies in Teaching English.

    ERIC Educational Resources Information Center

    Purves, Alan C.

    This paper discusses suggested requirements for a competency-based English teacher training program on the high school or college level. The author argues that an English teacher needs to demonstrate a basic knowledge of the subject matter in three areas: the structure and history of the English language, rhetorical theory and practice, and…

  17. Competency Development for Principals.

    ERIC Educational Resources Information Center

    Snyder, Karolyn J.

    This paper describes two conceptual models for addressing long-range development needs of principals. The first, a job competency model for managing productive schools, presents a comprehensive view of the central job tasks of the principal for stretching the school's capacity to influence achievement norms. Changing the school's work norms…

  18. Competencies in the Heartland

    ERIC Educational Resources Information Center

    Cejda, Brent

    2012-01-01

    Although many of the issues facing community colleges are similar, rural community colleges face additional leadership challenges due to limited resources, geographic isolation, and static economies. This chapter focuses on the impact of location on the interpretation and development of the leadership competencies. The chapter concludes with…

  19. What Are Humanistic Competencies?

    ERIC Educational Resources Information Center

    Sauter, Donald L.

    1976-01-01

    This article is not an attempt to outline the training program for developing humanistic competencies nor is it intended to list those immeasurable words that have been used so much in the past such as caring, genuineness, loving and others, but merely to point out that there are models from which observable changes can take place. (Author/RK)

  20. Pragmatics and Communicative Competences

    ERIC Educational Resources Information Center

    Lin, Grace Hui Chin; Su, Simon Chun Feng; Ho, Max Ming Hsuang

    2009-01-01

    Pragmatics is included in one of four communicative competences (Canale, 1980). It is necessary and important to teach pragmatics at school in our globalized world in order to avoid as much as misunderstanding, which is likely to stem from cultural difference. As a result, greater importance should be attached to diverse customs and pragmatics.…

  1. Competency in the Cockpit.

    ERIC Educational Resources Information Center

    Brown, H. M.

    1992-01-01

    Examines how modern technology is redefining competences, particularly those required by aircrews in state-of-the-art cockpits and how rule-based descriptions may not always be as practical as cognitive schemas and frames or case-based reasoning. Concludes that a wider systems perspective must include a balance between intuitive and analytic…

  2. Teach to Compete

    ERIC Educational Resources Information Center

    Shields, David Light; Funk, Christopher

    2011-01-01

    After years of working with athletes and coaches of all ages, the authors have come to the conclusion that young people need to be taught how to compete. Rather than assume students understand competition, it is vital that they are educated about it. Coaches and physical educators have both a unique opportunity and profound responsibility to teach…

  3. Intellectual Competence and Aggression.

    ERIC Educational Resources Information Center

    Huesmann, L. Rowell; Yarmel, Patty Warnick

    Using data from a broader longitudinal study, this investigation explores within-subject and cross-generational stability of intellectual competence and the relationship of such stability to aggressive behavior. Data were gathered three times (when subjects' modal age was 8, 19, and 30 years). Initially, subjects included the entire population…

  4. Diesel Vehicle Maintenance Competencies.

    ERIC Educational Resources Information Center

    Braswell, Robert; And Others

    Designed to provide a model set of competencies, this manual presents tasks which were identified by employers, employees, and teachers as important in a postsecondary diesel vehicle maintenance curriculum. The tasks are divided into seven major component areas of instruction: chassis and suspension, diesel engines, diesel fuel, electrical,…

  5. Ohio Biotechnology Competency Profile.

    ERIC Educational Resources Information Center

    Miller, Lavonna; Bowermeister, Bob; Boudreau, Joyce

    This document, which lists the biotechnology competencies identified by representatives from biotechnology businesses and industries as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through…

  6. Adult educators' core competences

    NASA Astrophysics Data System (ADS)

    Wahlgren, Bjarne

    2016-06-01

    Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.

  7. Competence Enhancement Behavior Management

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Goforth, Jennifer B.; Hives, Jacqueline; Aaron, Annie; Jackson, Frances; Sgammato, Adrienne

    2006-01-01

    Competence Enhancement Behavior Management is presented as a framework for supporting students with challenging behaviors in general education classrooms. This approach emphasizes classroom management and discipline strategies that (a) help to build positive relations with students, (b) communicate to students that they are important, and (c)…

  8. Welding. Competencies for Articulation.

    ERIC Educational Resources Information Center

    Southeast Community Coll., Lincoln, NE.

    Materials contained in this guide present competencies describing welding skills necessary for success in initial employment or applicable to advanced educational placement, and may be used by administrators, students, and secondary and postsecondary vocational teachers. The student outcomes section provides guidelines for planning of and…

  9. Competence without Credentials.

    ERIC Educational Resources Information Center

    Stacey, Nevzer G., Ed.

    These workshop papers address the challenges of alternative credentials, new modes of instruction, and multiple sources of instruction. Following an introduction by Nevzer G. Stacey, "Competence without Credentials: Promise and Potential Problems of Computer-Based Distance Education" (Stephen R. Barley) provides a conceptual framework for the…

  10. The significance of childhood competence and problems for adult success in work: a developmental cascade analysis.

    PubMed

    Masten, Ann S; Desjardins, Christopher David; McCormick, Christopher M; Kuo, Sally I-Chun; Long, Jeffrey D

    2010-08-01

    Success in the domain of work is a salient developmental task of adulthood and a key indicator of adaptive function in the evaluation of health and psychopathology. Yet few studies have examined pathways to work competence, especially with strategies testing for cumulative cascade effects over time. Cascade models spanning 20 years were tested via structural equation modeling, linking work competence in early adulthood to antecedent competence in work and other domains of competence in childhood and emerging adulthood. Data were drawn from the Project Competence longitudinal study of 205 school children followed for 20 years. Relative fit of alternative models was evaluated by the Bayesian information criterion. As hypothesized, the effectiveness of adaptive behavior in earlier age-salient developmental task domains forecasted later work competence, which also showed strong concurrent links to competence in other domains. Results suggest there are numerous pathways by which success or failure in major developmental task domains in childhood and adolescence may influence adaptation in other domains and eventually work competence, both concurrently and cumulatively over time. Cascade effects highlight the potential significance for later work competence of childhood conduct (antisocial vs. rule-abiding behavior) and social competence with peers, in addition to the ongoing role that academic attainment may have for work success. Work competence also showed considerable stability over a 10-year period during early adulthood. Implications and applications for future research and intervention are discussed.

  11. Conscious Competency: The Mark of a Competent Instructor

    ERIC Educational Resources Information Center

    Gullander, O. E.

    1974-01-01

    The ideal instructor must be totally conscious of the training process, step by step. He is at the third stage of the four-stage learning process, conscious competency. The four stages are unconscious incompetency, conscious incompetency, conscious competency, and unconscious competency. (AG)

  12. Methodology for developing competency standards for dietitians in Australia.

    PubMed

    Palermo, Claire; Conway, Jane; Beck, Eleanor J; Dart, Janeane; Capra, Sandra; Ash, Susan

    2016-03-01

    Competency standards document the knowledge, skills, and attitudes required for competent performance. This study develops competency standards for dietitians in order to substantiate an approach to competency standard development. Focus groups explored the current and emerging purpose, role, and function of the profession, which were used to draft competency standards. Consensus was then sought using two rounds of a Delphi survey. Seven focus groups were conducted with 28 participants (15 employers/practitioners, 5 academics, 8 new graduates). Eighty-two of 110 invited experts participated in round one and 67 experts completed round two. Four major functions of dietitians were identified: being a professional, influencing the health of individuals, groups, communities, and populations through evidence-based nutrition practice, and working collaboratively in teams. Overall there was a high level of consensus on the standards: 93% achieved agreement by participants in round one and all revised standards achieved consensus on round 2. The methodology provides a framework for other professions wishing to embark on competency standard review or development.

  13. A tool for assessing cultural competence training in dental education.

    PubMed

    Holyfield, Lavern J; Miller, Barbara H

    2013-08-01

    Policies exist to promote fairness and equal access to opportunities and services that address basic human needs of all U.S. citizens. Nonetheless, health disparities continue to persist among certain subpopulations, including those of racial, ethnic, geographic, socioeconomic, and other cultural identity groups. The Commission on Dental Accreditation (CODA) has added standards to address this concern. According to the most recent standards, adopted in 2010 for implementation in July 2013, CODA stipulates that "students should learn about factors and practices associated with disparities in health." Thus, it is imperative that dental schools develop strategies to comply with this addition. One key strategy for compliance is the inclusion of cultural competence training in the dental curriculum. A survey, the Dental Tool for Assessing Cultural Competence Training (D-TACCT), based on the Association of American Medical Colleges' Tool for Assessing Cultural Competence Training (TACCT), was sent to the academic deans at seventy-one U.S. and Canadian dental schools to determine best practices for cultural competence training. The survey was completed by thirty-seven individuals, for a 52 percent response rate. This article describes the use of this survey as a guide for developing culturally competent strategies and enhancing cultural competence training in dental schools.

  14. Competency Mapping of the Employees

    NASA Astrophysics Data System (ADS)

    Anisha, N.

    2012-10-01

    Human resource management is a process of bringing people and organizations together so that the goals of each other are met. Nowadays it is not possible to show a good financial or operating report unless your personnel relations are in order. Over the years, highly skilled and knowledge based jobs are increasing while low skilled jobs are decreasing. Competency Mapping is a process of identifying key competencies for an organization, the jobs and functions within it. Competency mapping, the buzz word in any industry is not complicated as it may appear. At the heart of any successful activity lies a competence or skill. In the recent years, various thought leaders in business strategy have emphasized the need to identify what competencies a business needs, in order to compete in a specific environment. In this article explains the why competencies needed and how is measured competency of employees in the organization.

  15. The Academic Generation Gap

    ERIC Educational Resources Information Center

    Dronzek, Anna

    2008-01-01

    The current generation gap in academia is different--fundamentally shaped by the structural problems of academic employment. The job market has especially exacerbated tensions between senior and junior faculty by ratcheting up expectations and requirements at every stage of the academic career. The disparities have been mentioned often enough to…

  16. Marketing Academic Libraries

    ERIC Educational Resources Information Center

    Mallon, Melissa, Ed.

    2013-01-01

    Ask any academic librarian if marketing their library and its services is an important task, and the answer will most likely be a resounding "yes!" Particularly in economically troubled times, librarians are increasingly called upon to promote their services and defend their library's worth. Since few academic libraries have in-house marketing…

  17. Facility Focus: Academic Buildings.

    ERIC Educational Resources Information Center

    College Planning & Management, 2002

    2002-01-01

    Describes the Humanities Building at Rice University, the Health Sciences Center at Lake Sumter Community College, and the Norman S. and Lida M. Smith Academic Technology Center at Bentley College as examples of the importance of academic buildings in helping define campus image. Includes photographs. (EV)

  18. Academic Researchers Speak

    ERIC Educational Resources Information Center

    Bergom, Inger; Waltman, Jean; August, Louise; Hollenshead, Carol

    2010-01-01

    Non-tenure-track (NTT) research faculty are perhaps the most under-recognized group of academic professionals on the campuses today, despite their increasingly important role within the expanding academic research enterprise. The American Association for the Advancement of Science reports that the amount of federal spending on R&D has more than…

  19. Becoming an Academic Researcher

    ERIC Educational Resources Information Center

    Angervall, Petra; Gustafsson, Jan

    2014-01-01

    The neo-liberal restructuring of academia justifies research concerning what constitutes academic work, what it means to be an academic researcher and how researchers manoeuvre in academia. The aim of this article is to investigate how this reshaping of higher education affects how research careers are formed and impacts on "becoming…

  20. California Redefines Academic Freedom

    ERIC Educational Resources Information Center

    Trow, Martin A.

    2003-01-01

    In the spring of 2003, University of California President Richard Atkinson forwarded to the U.C. Academic Senate a proposed revision of the existing regulation bearing on how university teachers should treat contentious and disputed issues, both political and academic, in their classrooms. The existing regulation on this matter, APM-010, had been…

  1. Academic Freedom Revisited

    ERIC Educational Resources Information Center

    Doughty, Howard A.

    2010-01-01

    One of the author's enduring concerns about the concept of academic freedom is with semantics. It has seemed to him that one of the biggest difficulties with discussions of academic freedom (as with many conversations about "value-laden" terms such as "democracy," "equity," and "justice") is that people begin from different positions and with…

  2. Academic Identities under Threat?

    ERIC Educational Resources Information Center

    Clegg, Sue

    2008-01-01

    This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of "academic identities". Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic…

  3. Arbitration in Academe.

    ERIC Educational Resources Information Center

    Douglas, Joel, Ed.

    1989-01-01

    Questions and issues critical to an understanding of arbitration in higher education are discussed. Aspects of the academic arbitration model are defined. The following four topics are examined: (1) the procedural similarities and differences between academic arbitration and the industrial model; (2) the possible inherent conflict between academic…

  4. Impulsivity and Academic Cheating

    ERIC Educational Resources Information Center

    Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek

    2009-01-01

    The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely…

  5. The Academic Dean.

    ERIC Educational Resources Information Center

    Bowker, Lee H.

    1981-01-01

    The role of the academic dean, role conflicts, and the occupational experiences and performance of deans are considered. Role conflict for academic deans is related to clashing constituencies, role ambiguity, lack of correspondence between organization requirements and the personalities of incumbent deans, changing organizational needs over time,…

  6. Understanding Academic Confidence

    ERIC Educational Resources Information Center

    Sander, Paul; Sanders, Lalage

    2006-01-01

    This paper draws on the psychological theories of self-efficacy and the self-concept to understand students' self-confidence in academic study in higher education as measured by the Academic Behavioural Confidence scale (ABC). In doing this, expectancy-value theory and self-efficacy theory are considered and contrasted with self-concept and…

  7. Academic Freedom and Me

    ERIC Educational Resources Information Center

    Barnard, Ian

    2009-01-01

    This article presents a personal history of the author's own relationships with the concept of academic freedom. The article is subdivided into 3 prehistories, 7 incidents, 3 disjunctions, and 3 myths. The author discusses the complications of politics, culture, and academic freedom in one career.

  8. Thinking Academic Freedom

    ERIC Educational Resources Information Center

    Lange, Lis

    2016-01-01

    This lecture argues that the politicisation and instrumentalisation of the university caused by neoliberal frames has as a result the depoliticisation of knowledge and of the academic as individual. This depoliticisation has turned academic freedom into a right to disengage not only from the political fight around these issues but also from the…

  9. Academic Goal Orientation and Cardiovascular Reactivity in a Performance Situation.

    PubMed

    Lackner, Helmut K; Gramer, Margit; Paechter, Manuela; Wimmer, Sigrid; Hinghofer-Szalkay, Helmut; Papousek, Ilona

    2015-09-01

    The present study investigated whether students' academic goal orientation (learning goals, performance goals, work avoidance) and their individual competence beliefs (their academic self-concept) can predict motivation-related cardiovascular activation patterns in a demanding performance situation. A sample of seventy-two undergraduate students rated their academic goal orientation as well as their competence beliefs and completed a mental arithmetic task. Heart rate (HR), blood pressure, pre-ejection period (PEP) as well as cardiac output (CO) and total peripheral resistance were monitored continuously during rest and task exposure. Students scoring higher on work avoidance showed smaller increases in HR and CO, and a smaller shortening of the PEP. A lower academic self-concept was associated with attenuated CO reactivity and a smaller shortening of the PEP. Learning and performance goals were unrelated to cardiovascular activity. The attenuated cardiac activity observed for work avoidance and competence beliefs was interpreted in terms of reduced task engagement resulting from lower success importance. PMID:25957033

  10. Working Toward a Competency-Based Preceptor Development Program.

    PubMed

    Gueorguieva, Vera; Chang, Ann; Fleming-Carroll, Bonnie; Breen-Reid, Karen M; Douglas, Mary; Parekh, Sandhaya

    2016-09-01

    Preceptorship programs are widely used in nursing education and transition to practice. This article describes a variety of improvements implemented in an academic health sciences center on the basis of findings from a study previously conducted with preceptors in the same institution. A long-standing preceptor preparation program was redesigned and expanded into two levels-an introductory workshop directed toward meeting the needs of new preceptors, and an advanced workshop for experienced preceptors. Organization-specific preceptor competencies were developed as a foundation for preceptor practice. The competencies also informed the revised preceptor development program that included selection, ongoing development, and evaluation. A more structured support system, a standardized performance feedback process, and additional recognition strategies were incorporated in the new competency-based preceptor program. J Contin Educ Nurs. 2016;47(9):427-432. PMID:27580510

  11. Core Competencies for Doctoral Education in Public Health

    PubMed Central

    Calhoun, Judith G.; Weist, Elizabeth M.; Raczynski, James M.

    2012-01-01

    The Association of Schools of Public Health (ASPH) released the Doctor of Public Health (DrPH) Core Competency Model in 2009. Between 2007 and 2009, a national expert panel with members of the academic and practice communities guided by the ASPH Education Committee developed its 7 performance domains, including 54 competencies. We provide an overview and analysis of the challenges and issues associated with the variability in DrPH degree offerings, reflect on the model development process and related outcomes, and discuss the significance of the model, future applications, and challenges for integration across educational settings. With the model, ASPH aims to stimulate national discussion on the competencies needed by DrPH graduates with the new challenges of 21st-century public health practice and to better define the DrPH degree. PMID:22095342

  12. Attaining interprofessional competencies through a student interprofessional fellowship program.

    PubMed

    Blue, Amy; Mitcham, Maralynne; Koutalos, Yiannis; Howell, David; Leaphart, Amy

    2015-05-01

    For students interested in enriching their interprofessional competencies beyond those required and offered by their academic programs, an elective interprofessional education fellowship can serve that need. We designed a fellowship for students linking a conceptual framework grounded in adult learning principles. During the fellowship, students progress through three levels of learning as they acquire, apply, and demonstrate interprofessional collaborative knowledge and skills; fellowship activities are self-directed. A content analysis of students' fellowship summary reports sought to determine the effectiveness of the fellowship as a learning experience to acquire interprofessional collaborative competences. Results indicated that students most consistently report competencies associated with acquisition of values and ethics for interprofessional practice, roles/responsibilities, and teams/teamwork; interprofessional communication was implied. All students expressed commitment to interprofessional collaborative behavior when in practice. Based on the results from this study, this fellowship structure may serve as a model for other institutions to adapt and implement for best practice and best fit.

  13. Relation and interactions among reading fluency and competence for adult education learners

    PubMed Central

    Mellard, Daryl F.; Fall, Emily E.; Woods, Kari L.

    2013-01-01

    Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of reading competence suggest that adult literacy instructors should emphasize fluency instruction to a greater or lesser degree depending on whether the major goal of instruction is academic reading (e.g., being able to comprehend a textbook) or functional reading (e.g., being able to fill out a job application). PMID:23935242

  14. Competency Based Education: A Bibliography.

    ERIC Educational Resources Information Center

    Cox, Helen, Ed.

    This bibliography is a sampling of the types of publications which have appeared recently on the subject of competency based education. Emphasis is given to current (1970-76) materials and to adult career-related competencies. Titles specifically naming some phase of competency-based education are preferred above titles that emphasize performance,…

  15. Guide to Marketing Course Competencies.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

    This curriculum guide was developed as a model for schools in Virginia to prepare local programs of studies for the marketing program. In addition to marketing competencies for developing occupational expertise, this curriculum includes foundational competencies important for successful performance in marketing. These baseline competencies address…

  16. Competencies of Undergraduate Business Students

    ERIC Educational Resources Information Center

    Berman, Jeffrey; Ritchie, Leah

    2006-01-01

    The idea that one's competencies are as important as one's qualifications has gained acceptance in both business and academia. Business organizations have developed sophisticated management systems around employee competence. There are education assessment tools that help ascertain students' competencies. In this study, the authors investigated…

  17. Core Competencies for Basic Drafting.

    ERIC Educational Resources Information Center

    Werner, Claire; Calderon, Ray

    These competencies for drafting are designed to cover basic principles and practices for beginning drafters. Each competency appears in a one-page format. It is presented as a goal statement followed by one or more "indicator" statements, which are performance objectives describing an ability that, upon attainment, will establish competency for…

  18. Physical Education Teachers' Cultural Competency

    ERIC Educational Resources Information Center

    Harrison, Louis, Jr.; Carson, Russell L.; Burden, Joe, Jr.

    2010-01-01

    The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers' cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus…

  19. Are Competency Models a Waste?

    ERIC Educational Resources Information Center

    Dalton, Maxine

    1997-01-01

    Competency models involve a methodology that demonstrates the validity of the model's standards: are people who have the competencies better managers than those who do not? Competency models should no longer be regarded as a panacea and should be only one of the tools used by trainers. (JOW)

  20. Competency Index. [Health Technology Cluster.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Center on Education and Training for Employment.

    This competency index lists the competencies included in the 62 units of the Tech Prep Competency Profiles within the Health Technologies Cluster. The unit topics are as follows: employability skills; professionalism; teamwork; computer literacy; documentation; infection control and risk management; medical terminology; anatomy, physiology, and…

  1. Engineering Technologies. State Competency Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Center on Education and Training for Employment.

    This document contains 397 competencies, grouped into 58 units, for tech prep programs in the engineering technologies cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential" (necessary to ensure…

  2. Minimum Competency in Secondary Education.

    ERIC Educational Resources Information Center

    De Landsheere, Viviane

    1987-01-01

    Discusses issues related to the movement toward minimum competency in secondary education. Addresses the problem of defining minimum competency and the dangers of imposed standardization. Identifies three conceptualizations of minimum competency as: (1) the narrowly educational standpoint, (2) the concern with functional literacy, and (3) a more…

  3. Spiritual Competency Scale: Further Analysis

    ERIC Educational Resources Information Center

    Dailey, Stephanie F.; Robertson, Linda A.; Gill, Carman S.

    2015-01-01

    This article describes a follow-up analysis of the Spiritual Competency Scale, which initially validated ASERVIC's (Association for Spiritual, Ethical and Religious Values in Counseling) spiritual competencies. The study examined whether the factor structure of the Spiritual Competency Scale would be supported by participants (i.e., ASERVIC…

  4. Competency-Based Horticulture: Floriculture.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in floriculture. It contains a master resource list, a listing of floriculture resources available from various states, and 89 competency task sheets organized into nine competency areas. These…

  5. Should competence be coerced?

    PubMed

    Reamer, F G; Kelly, M J

    1990-01-01

    In this case study, a forensic psychiatric patient is advised by his attorney to avoid trial on criminal charges by refusing further treatment with drugs that are controlling his psychotic symptoms. The case raises the question of whether an involuntarily committed forensic patient has the right to refuse treatment that will restore his competency to stand trial. Reamer, a professor of social work, asks why "a manipulative tactic involving refusal of medication" should be regarded any differently from other disruptive things that criminal defendants may do to postpone or prevent a trial. Kelly, a law school dean, argues that if the patient is competent to understand the consequences of his refusal and to make decisions for himself, he "clearly has the right to refuse treatment of his psychotic symptoms to avoid trial." Unlike Reamer, Kelly believes the patient's attorney may be acting appropriately by advising his client to refuse further medication.

  6. Does Academic Work Make Australian Academics Happy?

    ERIC Educational Resources Information Center

    Duncan, Roderick; Tilbrook, Kerry; Krivokapic-Skoko, Branka

    2015-01-01

    Happiness research is a rapidly-growing area in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian academics with their work, however there is little research…

  7. Reengineering Academic Medical Centers: Reengineering Academic Values?

    ERIC Educational Resources Information Center

    Korn, David

    1996-01-01

    Discussion of academic medical centers (AMCs) looks at: change due to heavy federal funding in recent decades; adverse consequences, including deemphasis on education in favor of research and clinical service delivery, and discrepancies between AMC internal and external labor markets; and challenges to medical education in research, education, and…

  8. The Ethical Academic: Academics as Public Intellectuals

    ERIC Educational Resources Information Center

    Parsons, Jim

    2013-01-01

    Twenty-five years ago, American sociologist Robert Neelly Bellah (Bellah, et al., 1986: 303) critiqued the growing isolation of intellectuals within universities and called for a return to "social science as public philosophy." Little seems to have changed. My thirty-seven year experience at the University of Alberta suggests that academics see…

  9. Competing Orders and Anomalies

    NASA Astrophysics Data System (ADS)

    Moon, Eun-Gook

    2016-08-01

    A conservation law is one of the most fundamental properties in nature, but a certain class of conservation “laws” could be spoiled by intrinsic quantum mechanical effects, so-called quantum anomalies. Profound properties of the anomalies have deepened our understanding in quantum many body systems. Here, we investigate quantum anomaly effects in quantum phase transitions between competing orders and striking consequences of their presence. We explicitly calculate topological nature of anomalies of non-linear sigma models (NLSMs) with the Wess-Zumino-Witten (WZW) terms. The non-perturbative nature is directly related with the ’t Hooft anomaly matching condition: anomalies are conserved in renormalization group flow. By applying the matching condition, we show massless excitations are enforced by the anomalies in a whole phase diagram in sharp contrast to the case of the Landau-Ginzburg-Wilson theory which only has massive excitations in symmetric phases. Furthermore, we find non-perturbative criteria to characterize quantum phase transitions between competing orders. For example, in 4D, we show the two competing order parameter theories, CP(1) and the NLSM with WZW, describe different universality class. Physical realizations and experimental implication of the anomalies are also discussed.

  10. Dissociative state and competence.

    PubMed

    Lin, Yu-Ju; Hsieh, Ming-Hsien; Liu, Shi-Kai

    2007-10-01

    This report presents the results of forensic evaluation of the civil competence of a case of alleged dissociative identity disorder (DID) and discusses whether such dissociative states substantially jeopardize civil competence. A 40-year-old woman claimed that she had had many personalities since her college days. From the age of 37 to 40, she shopped excessively, which left her with millions of dollars of debt. She ascribed her shopping to a certain identity state, over which she had no control. (In this article, we use the term identity state to replace personality as an objective description of a mental state.) She thus raised the petition of civil incompetence. During the forensic evaluation, it was found that the identity states were relatively stable and mutually aware of each other. The switch into another identity state was sometimes under voluntary control. The subject showed consistency and continuity in behavioral patterns across the different identity states, and no matter which identity state she was in, there was no evidence of impairment in her factual knowledge of social situations and her capacity for managing personal affairs. We hence concluded that she was civilly competent despite the claimed DID. Considering that the existence and diagnosis of DID are still under dispute and a diagnosis of DID alone is not sufficient to interdict a persons civil right, important clinical and forensic issues remain to be answered.

  11. Competing Orders and Anomalies.

    PubMed

    Moon, Eun-Gook

    2016-08-08

    A conservation law is one of the most fundamental properties in nature, but a certain class of conservation "laws" could be spoiled by intrinsic quantum mechanical effects, so-called quantum anomalies. Profound properties of the anomalies have deepened our understanding in quantum many body systems. Here, we investigate quantum anomaly effects in quantum phase transitions between competing orders and striking consequences of their presence. We explicitly calculate topological nature of anomalies of non-linear sigma models (NLSMs) with the Wess-Zumino-Witten (WZW) terms. The non-perturbative nature is directly related with the 't Hooft anomaly matching condition: anomalies are conserved in renormalization group flow. By applying the matching condition, we show massless excitations are enforced by the anomalies in a whole phase diagram in sharp contrast to the case of the Landau-Ginzburg-Wilson theory which only has massive excitations in symmetric phases. Furthermore, we find non-perturbative criteria to characterize quantum phase transitions between competing orders. For example, in 4D, we show the two competing order parameter theories, CP(1) and the NLSM with WZW, describe different universality class. Physical realizations and experimental implication of the anomalies are also discussed.

  12. Competing Orders and Anomalies.

    PubMed

    Moon, Eun-Gook

    2016-01-01

    A conservation law is one of the most fundamental properties in nature, but a certain class of conservation "laws" could be spoiled by intrinsic quantum mechanical effects, so-called quantum anomalies. Profound properties of the anomalies have deepened our understanding in quantum many body systems. Here, we investigate quantum anomaly effects in quantum phase transitions between competing orders and striking consequences of their presence. We explicitly calculate topological nature of anomalies of non-linear sigma models (NLSMs) with the Wess-Zumino-Witten (WZW) terms. The non-perturbative nature is directly related with the 't Hooft anomaly matching condition: anomalies are conserved in renormalization group flow. By applying the matching condition, we show massless excitations are enforced by the anomalies in a whole phase diagram in sharp contrast to the case of the Landau-Ginzburg-Wilson theory which only has massive excitations in symmetric phases. Furthermore, we find non-perturbative criteria to characterize quantum phase transitions between competing orders. For example, in 4D, we show the two competing order parameter theories, CP(1) and the NLSM with WZW, describe different universality class. Physical realizations and experimental implication of the anomalies are also discussed. PMID:27499184

  13. Competing Orders and Anomalies

    PubMed Central

    Moon, Eun-Gook

    2016-01-01

    A conservation law is one of the most fundamental properties in nature, but a certain class of conservation “laws” could be spoiled by intrinsic quantum mechanical effects, so-called quantum anomalies. Profound properties of the anomalies have deepened our understanding in quantum many body systems. Here, we investigate quantum anomaly effects in quantum phase transitions between competing orders and striking consequences of their presence. We explicitly calculate topological nature of anomalies of non-linear sigma models (NLSMs) with the Wess-Zumino-Witten (WZW) terms. The non-perturbative nature is directly related with the ’t Hooft anomaly matching condition: anomalies are conserved in renormalization group flow. By applying the matching condition, we show massless excitations are enforced by the anomalies in a whole phase diagram in sharp contrast to the case of the Landau-Ginzburg-Wilson theory which only has massive excitations in symmetric phases. Furthermore, we find non-perturbative criteria to characterize quantum phase transitions between competing orders. For example, in 4D, we show the two competing order parameter theories, CP(1) and the NLSM with WZW, describe different universality class. Physical realizations and experimental implication of the anomalies are also discussed. PMID:27499184

  14. Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education

    ERIC Educational Resources Information Center

    Smidt, Wilfried

    2015-01-01

    Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task.…

  15. Learning Outcomes in College Academic Service-Learning Experiences: So Much May Factor into Assessing Such Experiences

    ERIC Educational Resources Information Center

    Corso, Gail Shanley

    2008-01-01

    This essay shows the range to complexity for assessing academic service learning experiences. Corso recommends that instructors understand expectations for cognition, affective response, and communication competence as they place students into academic service learning experiences and as they assess learning outcomes within such contexts. Corso…

  16. Iowa Lakes Community College: Partnerships for Academic and Economic Success in a Rapidly Evolving Wind-Energy Industry

    ERIC Educational Resources Information Center

    Mohni, Mary; Rogers, Jolene; Zeitz, Al

    2007-01-01

    Iowa Lakes Community College responded to a national need for wind-energy technicians. The Wind-Energy and Turbine Program aligned industry and academic competencies with experiential learning components to foster exploration of additional renewable energy applications. Completers understand both the physical and academic rigor a career in wind…

  17. The Impact of Employment on the Academic Achievement of Full-Time Community College Students. AIR 1989 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Volkwein, J. Fredericks; And Others

    Is college student academic performance harmed by competing employment obligations? At what point do the hours spent on the job begin to interfere with the predicted academic achievement of full-time students? This study addresses these questions by analyzing data collected from students at two non-residential community colleges. Using an outcomes…

  18. Academic Leadership Capability Framework: A Comparison of Its Compatibility and Applicability in Australia, New Zealand, and Malaysia

    ERIC Educational Resources Information Center

    Ghasemy, Majid; Hussin, Sufean; Daud, Megat Ahmad Kamaluddin Megat

    2016-01-01

    Previous studies have shown that leadership capabilities and managerial competencies are related to leadership performance effectiveness, i.e., higher capabilities and competencies are associated with higher performance effectiveness, and vice versa. Among the studies focusing on these qualities in academic settings, two recent studies in…

  19. Proposed career pathway for clinical academic general dental practitioners.

    PubMed

    Aggarwal, Vishal R; Palmer, Nikolaus Oa; Nelson, Pamela; Ladwa, Russ; Fortune, Farida

    2011-10-01

    The Modernising Medical Careers framework provides the opportunity for both medical specialists and general medical practitioners to follow training pathways that lead to appointments as National Health Service (NHS) consultants and to senior academic posts. Similar opportunities are available for dentists who wish to specialise. However, they are not available to dentists working in primary dental care who wish to become NHS consultants or senior academics in general dentistry. An alternative pathway is required that does not force committed primary care dentists who wish to become NHS consultants or senior academics down a path of specialisation. In this paper, the authors explore the situation in some detail and propose a career pathway with appropriate competencies for primary care dentists who aspire to become NHS consultants or senior academics. They justify why such posts should be created. The competencies have been developed using key guidelines and documents from the European Bologna Process and the Association for Dental Education in Europe, the Curriculum for UK Dental Foundation Programme Training, and the General Dental Council monospecialty curricula. It is hoped that the proposed pathway will produce highly trained generalists who will: (a) encourage and undertake research in primary dental care, where over 90% of dentistry is delivered, (b) support and lead outreach centres so that teaching and clinical cases reflect primary dental care, where students will spend their working lives post-qualification, and (c) provide a means of increasing the numbers of clinical dental academics, which have been in decline over the last 10 years.

  20. Competencies for disaster mental health.

    PubMed

    King, Richard V; Burkle, Frederick M; Walsh, Lauren E; North, Carol S

    2015-03-01

    Competencies for disaster mental health are essential to domestic and international disaster response capabilities. Numerous consensus-based competency sets for disaster health workers exist, but no prior study identifies and discusses competency sets pertaining specifically to disaster mental health. Relevant competency sets were identified via MEDLINE, PsycINFO, EBSCO, and Google Scholar searches. Sixteen competency sets are discussed, some providing core competencies for all disaster responders and others for specific responder groups within particular professions or specialties. Competency sets specifically for disaster mental health professionals are lacking, with the exception of one set that focused only on cultural competence. The identified competency sets provide guidance for educators in developing disaster mental health curricula and for disaster health workers seeking education and training in disaster mental health. Valid, criterion-based competencies are required to guide selection and training of mental health professionals for the disaster mental health workforce. In developing these competencies, consideration should be given to the requirements of both domestic and international disaster response efforts.

  1. An Academic Curriculum Will Close the Academic Achievement Gap

    ERIC Educational Resources Information Center

    Palumbo, Anthony; Kramer-Vida, Louisa

    2012-01-01

    America's unyielding academic achievement gap has been a national priority for a long time; yet, some schools have succeeded with academically disadvantaged youth. Usually, these institutions embrace a culture of success and follow an academic curriculum that is grounded in core knowledge and scholastic vocabulary. Academically disadvantaged…

  2. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  3. Academic freedom and academic-industry relationships in biotechnology.

    PubMed

    Streiffer, Robert

    2006-06-01

    Commercial academic-industry relationships (AIRs) are widespread in biotechnology and have resulted in a wide array of restrictions on academic research. Objections to such restrictions have centered on the charge that they violate academic freedom. I argue that these objections are almost invariably unsuccessful. On a consequentialist understanding of the value of academic freedom, they rely on unfounded empirical claims about the overall effects that AIRs have on academic research. And on a rights-based understanding of the value of academic freedom, they rely on excessively lavish assumptions about the kinds of activities that academic freedom protects.

  4. Women in Academic Medicine.

    PubMed

    Thibault, George E

    2016-08-01

    More than a decade ago, women achieved parity with men in the number of matriculants to medical school, nearly one-third of the faculty of medical schools were women, and there were some women deans and department chairs. These trends were promising, but today there are still significant differences in pay, academic rank, and leadership positions for women compared with men in academic medicine. Though there has been progress in many areas, the progress is too slow to achieve previously recommended goals, such as 50% women department chairs by 2025 and 50% women deans by 2030.The author points to the findings presented in the articles from the Research Partnership on Women in Biomedical Careers in this issue, as well as research being published elsewhere, as an evidence base for the ongoing discussion of gender equity in academic medicine. More attention to culture and the working environment will be needed to achieve true parity for women in academic medical careers.

  5. The limits of competing interest disclosures

    PubMed Central

    Bero, L; Glantz, S; Hong, M

    2005-01-01

    Objective: To assess the effectiveness of conflict of interest disclosure policies by comparing a competing interests disclosure statement that met the requirements established by the journal in a 2003 article on health effects of secondhand smoke based on the American Cancer Society CPS-I dataset with internal tobacco industry documents describing financial ties between the tobacco industry and authors of the study. Design: Descriptive analysis of internal tobacco industry documents retrieved from the Legacy Tobacco Documents Library, University of California, San Francisco. Results: Meeting the requirements for financial disclosure established by the journal did not provide the reader with a full picture of the tobacco industry's involvement with the study authors. The tobacco industry documents reveal that the authors had long standing financial and other working relationships with the tobacco industry. Conclusion: These findings are another example of how simply requiring authors to disclose financial ties with the tobacco industry may not be adequate to give readers (and reviewers) a full picture of the author's relationship with the tobacco industry. The documents also reveal that the industry funds research to enhance its credibility and endeavours to work with respected scientists to advance its goals. These findings question the adequacy of current journal policies regarding competing interest disclosures and the acceptability of tobacco industry funding for academic research. PMID:15791022

  6. Is There an "Academic Vocabulary"?

    ERIC Educational Resources Information Center

    Hyland, Ken; Tse, Polly

    2007-01-01

    This article considers the notion of "academic vocabulary": the assumption that students of English for academic purposes (EAP) should study a core of high frequency words because they are common in an English academic register. We examine the value of the term by using Cox-head's (2000) Academic Word List (AWL) to explore the distribution of its…

  7. The Rewards of Academic Leadership

    ERIC Educational Resources Information Center

    Murphy, Christina

    2003-01-01

    Recent studies of academic leadership confirm what many academic leaders know from personal experience: academic leadership is a complex and demanding role with significant stress and high burnout and turnover rates (Brown, 2002; Brown and Moshavi, 2002). In the light of these issues, an exploration of the nature of academic leadership and its…

  8. Academic Freedom and Organisational Identity.

    ERIC Educational Resources Information Center

    Tierney, William G.

    2001-01-01

    Summarizes prominent current arguments on academic freedom's endangerment by managerialism and discusses their limitations. Defines a new vision of academic freedom informed by thinking on globalization. Presents findings from interviews with Australian faculty about academic freedom and discusses ways to ensure that academic freedom endures in…

  9. Academic Writing and Tacit Knowledge

    ERIC Educational Resources Information Center

    Elton, Lewis

    2010-01-01

    The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not…

  10. Nine Constructs of Cultural Competence for Curriculum Development

    PubMed Central

    Brookover, Cecile; Kennedy, Kathleen

    2010-01-01

    Objective To examine the self-administered Clinical Cultural Competency Questionnaire (CCCQ) and assess the perceived level of cultural competence of students in Xavier University of Louisiana College of Pharmacy to guide curriculum development within the 4-year academic program. Methods The CCCQ was administrated to each class of pharmacy students during spring 2009. Exploratory factor analysis with principal components and varimax rotation was conducted to build the constructs explaining the factors measuring students' self-assessment of cultural competence. Results Nine factors, including 46 items extracted from the CCCQ and explaining 79% of the total variance, were found as the best fit to measure students' self-assessment of cultural competence. Conclusions The CCCQ was found to be a practical, valid, and reliable self-assessment instrument to measure the perceived level of pharmacy students' knowledge, skills, attitudes, and encounters in cross-cultural environments. The questionnaire allowed the identification of students' needs for training in cultural competence and the development of a curriculum tailored to satisfy those needs. PMID:21436922

  11. [Emotional competence in the multiple intelligences theory from the perspective of laypersons].

    PubMed

    Nozaki, Yuki; Koyasu, Masuo

    2016-02-01

    Emotional competence has recently, become a widespread concern in schools and workplaces, both which deeplyinvolve laypersons. While academic researchers have discussed the status of emotional competence comparedto the traditional intelligence, it is very important to elucidate how laypersons regard emotional competencecompared to traditional intelligence as well. The present study investigated the position of emotional competencein the multiple intelligences theory by assessing laypersons' self-estimates of their abilities and their rating ofthe importance of emotional competence for thriving in society. Participants (N = 584) answered a questionnaireonline. Results showed that laypersons regarded emotional competence as a distinct construct, and most stronglyrelated it to personal intelligence. Moreover, their ratings of the importance of emotional competence and personalintelligence for thriving in society were higher than that of traditional intelligence.

  12. [Emotional competence in the multiple intelligences theory from the perspective of laypersons].

    PubMed

    Nozaki, Yuki; Koyasu, Masuo

    2016-02-01

    Emotional competence has recently, become a widespread concern in schools and workplaces, both which deeplyinvolve laypersons. While academic researchers have discussed the status of emotional competence comparedto the traditional intelligence, it is very important to elucidate how laypersons regard emotional competencecompared to traditional intelligence as well. The present study investigated the position of emotional competencein the multiple intelligences theory by assessing laypersons' self-estimates of their abilities and their rating ofthe importance of emotional competence for thriving in society. Participants (N = 584) answered a questionnaireonline. Results showed that laypersons regarded emotional competence as a distinct construct, and most stronglyrelated it to personal intelligence. Moreover, their ratings of the importance of emotional competence and personalintelligence for thriving in society were higher than that of traditional intelligence. PMID:26964370

  13. The transition to competency-based pediatric training in the United Arab Emirates.

    PubMed

    Ibrahim, Halah; Al Tatari, Hossam; Holmboe, Eric S

    2015-04-01

    Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate's postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates.

  14. Educational interventions to improve prescribing competency: a systematic review

    PubMed Central

    Kamarudin, Gritta; Penm, Jonathan; Chaar, Betty; Moles, Rebekah

    2013-01-01

    Objective To review the literature on educational interventions to improve prescribing and identify educational methods that improve prescribing competency in both medical and non-medical prescribers. Design A systematic review was conducted. The databases Medline, International Pharmaceutical Abstracts (IPA), EMBASE and CINAHL were searched for articles in English published between January 1990 and July 2013. Setting Primary and secondary care. Participants Medical and non-medical prescribers. Intervention Education-based interventions to aid improvement in prescribing competency. Primary outcome Improvements in prescribing competency (knows how) or performance (shows how) as defined by Miller's competency model. This was primarily demonstrated through prescribing examinations, changes in prescribing habits or adherence to guidelines. Results A total of 47 studies met the inclusion criteria and were included in the systematic review. Studies were categorised by their method of assessment, with 20 studies assessing prescribing competence and 27 assessing prescribing performance. A wide variety of educational interventions were employed, with different outcome measures and methods of assessments. In particular, six studies demonstrated that specific prescribing training using the WHO Guide to Good Prescribing increased prescribing competency in a wide variety of settings. Continuing medical education in the form of academic detailing and personalised prescriber feedback also yielded positive results. Only four studies evaluated educational interventions targeted at non-medical prescribers, highlighting that further research is needed in this area. Conclusions A broad range of educational interventions have been conducted to improve prescribing competency. The WHO Guide to Good Prescribing has the largest body of evidence to support its use and is a promising model for the design of targeted prescribing courses. There is a need for further development and evaluation

  15. Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

    PubMed Central

    Hughes, Jan N.

    2010-01-01

    The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

  16. An outcome-based evaluation of nursing competency of baccalaureate senior nursing students in Taiwan.

    PubMed

    Hsieh, Suh-Ing; Hsu, Li-Ling

    2013-12-01

    Limited literature is available for demographic and learning factors related to performance of baccalaureate nursing students. The study aimed at examining mean differences in nursing competency between the first week and the sixth week of a nursing clinical practicum as well as evaluating mean differences in nursing competency by demographic and learning factors at the sixth week of a nursing clinical practicum controlling for baseline scores of nursing competency. A comparative study design was conducted using the competency inventory for baccalaureate senior nursing students based on learning outcomes. Participants were surveyed at the first week and the sixth week of a nursing practicum with 95% mean response rate. Paired t test was used to compare within-subjects differences in mean nursing competency. ANCOVA and Kruskal-Wallis test, and Mann-Whitney U test were conducted to compare between-subjects differences in mean nursing competency. There are significant mean differences in nursing competency in general clinical skills, lifelong learning, clinical biomedical science, caring, and critical thinking and reasoning between the 1st week and the 6th week of nursing practicum. Likewise, type of nursing program, prior schooling, type of nursing license, interest in nursing, and extracurricular activity experience were significantly related to mean total nursing competency. Similarly, demographic attributes (location of school, type of nursing program, prior schooling, type of nursing license, a family member working as a medical practitioner or a nurse, interest in nursing, attributes of preferred workplace after college) and learning factors (extracurricular activity experience, played an active role in classroom discussions and asked questions, academic class rank, and English grade, clinical biomedical science, nursing science, and nursing practicum) were significantly related to six-subscale scores of nursing competency. There are mean differences in nursing

  17. Higher Education Leadership Competency Model: Serving Colleges and Universities During an Era of Change

    ERIC Educational Resources Information Center

    Smith, David M.

    2003-01-01

    As colleges and universities face increased pressure from many directions, HR professionals have an opportunity to strengthen their institutions by recruiting, hiring and training non-academic staff that have the leadership competencies necessary to shepherd the institutions through an era of change. But without a clear model of the optimal…

  18. Cultural Competency as a Relational Process: Scenes from a Family Therapy Training Context in the Philippines

    ERIC Educational Resources Information Center

    Charles, Laurie L.

    2007-01-01

    This article describes the experiences of a U.S.-based family therapy practitioner during a 3-week academic consultation in the Philippines. Revisioning the concept of cultural competency as a performance that occurs in relationship, the author shares three autoethnographic stories that illustrate cultural borderlands in the global arena of family…

  19. Measuring Hard-to-Measure Student Competencies: A Research and Development Plan. Research Report

    ERIC Educational Resources Information Center

    Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    Efforts to prepare students for college, careers, and civic engagement have traditionally emphasized academic skills, but a growing body of research suggests that interpersonal and intrapersonal competencies, such as communication and resilience, are important predictors of postsecondary success and citizenship. One of the major challenges in…

  20. Relation and Interactions among Reading Fluency and Competence for Adult Education Learners

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Fall, Emily E.; Woods, Kari L.

    2013-01-01

    Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of…

  1. A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills

    ERIC Educational Resources Information Center

    Boahin, Peter; Hofman, Adriaan

    2013-01-01

    In the changing global economy, employability skills increasingly are the focus of vocational education and training institutions. This paper explores the effect of academic disciplines, students' background characteristics and industry training on the acquisition of employability skills through competency-based training. A significant…

  2. Identifying Core Reference Competencies from an Employers' Perspective: Implications for Instruction

    ERIC Educational Resources Information Center

    Saunders, Laura

    2012-01-01

    Reference services are in transition. Impacted by advances in technology, changing user expectations, and the migration to greater provision of online and distance service, reference in academic libraries today is not the same service it was even just a decade ago. Most literature looks at reference competencies either for a specific service model…

  3. Building the Diversity Bridge Abroad: The Journey to Implement Cultural Competent Health Care in Lausanne, Switzerland

    ERIC Educational Resources Information Center

    Casillas, Alejandra; Paroz, Sophie; Dory, Elody; Green, Alexander; Vu, Francis; Bodenmann, Patrick

    2016-01-01

    Introduction: Although the United States has been central in bringing cultural competency into the discussion of high-quality care, health systems all over the world are faced with the effects of global immigration and the widening disparities gap between socioeconomic classes. Lausanne University Hospital is one of five Swiss academic medical…

  4. Using Culturally Competent Responsive Services to Improve Student Achievement and Behavior

    ERIC Educational Resources Information Center

    Schellenberg, Rita; Grothaus, Tim

    2011-01-01

    This article illustrates standards blending, the integration of core academic and school counseling standards, as a culturally alert responsive services strategy to assist in closing the achievement gap while also enhancing employability skills and culturally salient career competencies. The responsive services intervention described in this…

  5. Developing and Assessing Multicultural Competence with a Focus on Culture and Ethnicity

    ERIC Educational Resources Information Center

    ter Maat, Mercedes B.

    2011-01-01

    The search for culturally appropriate art therapy practice has historically focused on personal exploration and the infusion of a multicultural perspective in academic and applied experiences. The purpose of this article is to strengthen awareness of the personal and professional competencies necessary for culturally responsible practice. Three…

  6. Emotional Intelligence in Library Disaster Response Assistance Teams: Which Competencies Emerged?

    ERIC Educational Resources Information Center

    Wilkinson, Frances C.

    2015-01-01

    This qualitative study examines the relationship between emotional intelligence competencies and the personal attributes of library disaster response assistance team (DRAT) members. Using appreciative inquiry protocol to conduct interviews at two academic libraries, the study presents findings from emergent thematic coding of interview…

  7. Designing Online Interaction to Address Disciplinary Competencies: A Cross-Country Comparison of Faculty Perspectives

    ERIC Educational Resources Information Center

    Barberà, Elena; Layne, Ludmila; Gunawardena, Charlotte N.

    2014-01-01

    This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing…

  8. Competency-Based English Teaching and Learning: Investigating Pre-Service Teachers of Chinese's Learning Experience

    ERIC Educational Resources Information Center

    Wong, Ruth M. H.

    2008-01-01

    English competency is known as one of the crucial skills in various social contexts in Hong Kong. In tertiary educational setting, English courses do not focus solely on the development of the four language skills. Rather, they put emphasis on the application of English Language for academic use or instrumental use. This paper will investigate the…

  9. Gender Differences in Teachers' Perceptions of Students' Temperament, Educational Competence, and Teachability

    ERIC Educational Resources Information Center

    Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Jarvinen, Liisa

    2012-01-01

    Background: Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age…

  10. The Compatibility of Goals in the Public Schools: Equality, Competence, and Excellence.

    ERIC Educational Resources Information Center

    Leiter, Jeffrey; Street, David

    Compatibility of three basic goals of public education in the United States is examined. The goals are: (1) equal educational opportunity, interpreted as giving the same education to all students regardless of factors such as race and parental wealth; (2) general competence, defined as attainment of basic academic skills by the great preponderance…

  11. Non-Technical Competencies in Undergraduate Business Degree Programs: Australian and UK Perspectives

    ERIC Educational Resources Information Center

    Jackson, Denise; Chapman, Elaine

    2012-01-01

    This article addresses the growing need to profile the required competencies of entry-level business graduates and to evaluate the extent to which they are generic across international boundaries and discipline areas. Two hundred and ninety-one Australian and UK business academics examined the relative importance of a broad set of graduate…

  12. Video Analysis of Athletic Training Student Performance: Changing Educational Competency into Clinical Proficiency

    ERIC Educational Resources Information Center

    Kawaguchi, Jeffrey K.

    2009-01-01

    Context: Assessing clinical proficiency and documenting learning over time is quite challenging. Educators must look for unique ways to effectively examine students' performance and archive evidence of their academic progress. Objective: To discuss the use of video analysis to bridge the gap from educational competency to clinical proficiency, and…

  13. Differences in the Socio-Emotional Competency Profile in University Students from different Disciplinary Area

    ERIC Educational Resources Information Center

    Castejon, Juan Luis; Cantero, Ma. Pilar; Perez, Nelida

    2008-01-01

    Introduction: The main objective of this paper is to establish a profile of socio-emotional competencies characteristic of a sample of students from each of the big academic areas in higher education: legal sciences, social sciences, education, humanities, science and technology, and health. An additional objective was to analyse differences…

  14. Competency Based Reading and Math Program for Adult Students Entering Vocational Training Programs.

    ERIC Educational Resources Information Center

    Palagi, Robert G.

    The Testing and Assessment Department of Dawson Technical Institute (Illinois) determined that approximately 25-30 percent of the students taking the entrance Test of Adult Basic Education do not meet the academic level required to start a training program. A competency-based adult reading and math program was developed, and the decision was made…

  15. Gender-Linked Perceptions and Causal Attributions of Female/Male Competencies.

    ERIC Educational Resources Information Center

    Major, Harriet; Plake, Barbara S.

    Undergraduate students (N=518) rated graduate application materials for males or females applying to traditionally perceived masculine or feminine fields. Independent variables were rater's pro/anti feminism, sex of subject, sex of referent, sex of field, and sex of attributes. Dependent variables were academic competence, personal dynamics,…

  16. The Study Skill Competency Program of the Tri-County Master Tutors Network of South Carolina.

    ERIC Educational Resources Information Center

    Wilson, Sally J. S.

    The objective of the Master Tutors Network Study Skill Competency Program is to equip students with study skills that will improve the quality of their academic work. The program can be tailored to fit the needs of primary through postsecondary level students. The core of the program is eight study skills which are presented to the learner in a…

  17. Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

    ERIC Educational Resources Information Center

    Stichter, Janine P.; O'Connor, Karen V.; Herzog, Melissa J.; Lierheimer, Kristin; McGhee, Stephanie D.

    2012-01-01

    Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS…

  18. Turnaround Students in High School Mathematics: Constructing Identities of Competence through Mathematical Worlds

    ERIC Educational Resources Information Center

    Horn, Ilana Seidel

    2008-01-01

    This analysis joins together two lines of work: research on students' mathematical identities and on curricular organization that supports equitable academic outcomes. This article conceptualizes students' sense of mathematical competence as emerging through the interaction between their extant identities and the mathematical worlds they encounter…

  19. Executive Functioning, Metacognition, and Self-Perceived Competence in Elementary School Children: An Explorative Study on Their Interrelations and Their Role for School Achievement

    ERIC Educational Resources Information Center

    Roebers, Claudia M.; Cimeli, Patrizia; Rothlisberger, Marianne; Neuenschwander, Regula

    2012-01-01

    In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children's executive…

  20. The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared

    ERIC Educational Resources Information Center

    Schmidt, Jennifer A.; Kackar-Cam, Hayal Z.; Strati, Anna D.; Shumow, Lee

    2015-01-01

    This study explores the associations of ethnicity and perceived challenge with high-school students' academic engagement and perceived competence in science. Data were collected through a variant of the Experience Sampling Method in which participants reported on their levels of engagement, perceived competence, and challenge while in science…

  1. Does Depression Moderate or Mediate the Relations between Deficits in Competence and Aggression?: A Short-Term Longitudinal Study of Korean Children

    ERIC Educational Resources Information Center

    Shin, Hyeonsook

    2010-01-01

    This study was conducted to examine the role of child depression in the relations between deficits in competence and aggression by replicating and extending the study by Cole et al. (1996). In a two-wave longitudinal study, 6th-grade children (n = 329) completed self-report measures of three domains of competence (i.e. social, academic,…

  2. Examining Perception of Competency through Practicum Competencies Outline

    ERIC Educational Resources Information Center

    Esposito, Giovanna; Freda, Maria Francesca; Bosco, Valentina

    2015-01-01

    Purpose: This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum;…

  3. Building Intercultural Competence through Intercultural Competency Certification of Undergraduate Students

    ERIC Educational Resources Information Center

    Janeiro, Maria G. Fabregas; Fabre, Ricardo Lopez; Nuno de la Parra, Jose Pablo

    2014-01-01

    The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Autonoma del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students' intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by…

  4. Competencies: The Competencies Debate in Australian Education and Training.

    ERIC Educational Resources Information Center

    Collins, Cherry, Ed.

    Competencies are the focal concept in the world of education and training in Australia at this moment in 1993. This book is a collection of papers and has three purposes. First, it aims to provide basic information about education and training. Second, the book aims to explore something of what competency-based education and training looks like in…

  5. Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency

    ERIC Educational Resources Information Center

    Sandell, Elizabeth J.; Tupy, Samantha J.

    2015-01-01

    Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of…

  6. Competence and Competency-based Training: What the Literature Says

    ERIC Educational Resources Information Center

    Guthrie, Hugh

    2009-01-01

    This literature review, commissioned by the National Quality Council, provides a historical account of the development of competency-based training in Australia and summarises the issues arising from the range of reviews conducted on elements of the national training system. It also explores the variety of ways in which competence is conceived…

  7. Eating Competence: Nutrition Education with the Satter Eating Competence Model

    ERIC Educational Resources Information Center

    Satter, Ellyn

    2007-01-01

    The Satter Eating Competence Model (ecSatter) conceptualizes eating competence as having 4 components: eating attitudes, food acceptance, regulation of food intake and body weight, and management of the eating context (including family meals). According to ecSatter, supporting nutritional health requires establishing and maintaining positive…

  8. Do Mothers and Fathers Perceive Their Child's Academic Potential in a Similar Way?

    ERIC Educational Resources Information Center

    Rautiainen, Riitta; Räty, Hannu; Kasanen, Kati

    2014-01-01

    The mothers and fathers (n?=?43) of third- and sixth-grade children were asked to assess their child's academic potential in comparison with the child's earlier competence and with that of her/his peers. In the interpersonal domain, the mothers' and fathers' perceptions of their child's academic potential were related to…

  9. Competing on talent analytics.

    PubMed

    Davenport, Thomas H; Harris, Jeanne; Shapiro, Jeremy

    2010-10-01

    Do investments in your employees actually affect workforce performance? Who are your top performers? How can you empower and motivate other employees to excel? Leading-edge companies such as Google, Best Buy, Procter & Gamble, and Sysco use sophisticated data-collection technology and analysis to answer these questions, leveraging a range of analytics to improve the way they attract and retain talent, connect their employee data to business performance, differentiate themselves from competitors, and more. The authors present the six key ways in which companies track, analyze, and use data about their people-ranging from a simple baseline of metrics to monitor the organization's overall health to custom modeling for predicting future head count depending on various "what if" scenarios. They go on to show that companies competing on talent analytics manage data and technology at an enterprise level, support what analytical leaders do, choose realistic targets for analysis, and hire analysts with strong interpersonal skills as well as broad expertise.

  10. Whistleblowing in academic medicine

    PubMed Central

    Rhodes, R; Strain, J

    2004-01-01

    The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine. PMID:14872069

  11. Competence and psychopathology: cascade effects in the NICHD Study of Early Child Care and Youth Development.

    PubMed

    Burt, Keith B; Roisman, Glenn I

    2010-08-01

    Existing longitudinal research on the interplay between externalizing problems, internalizing problems, and academic and social competence has documented "cascading" effects from early aggressive/disruptive behavior through impairments in competence, leading to symptoms of depression and anxiety. The primary aim of the current study was to replicate such work using the NICHD Study of Early Child Care and Youth Development while also extending the developmental window of investigation of cascades back into early childhood. Participating families (N = 1,160) completed questionnaire measures of externalizing, internalizing, and social competence (maternal report), as well as individual assessment of academic achievement, spanning five time points from age 54 months through age 15 years. A series of nested structural equation models tested predicted links across various domains of competence and psychopathology. Results were consistent with prior research, demonstrating cross-domain effects from early externalizing problems through effects on both academic and social competence into later internalizing problems. Effects held across gender and were largely unaffected by inclusion of socioeconomic status, early caregiving, and early cognitive ability as covariates in the model.

  12. Competing on analytics.

    PubMed

    Davenport, Thomas H

    2006-01-01

    We all know the power of the killer app. It's not just a support tool; it's a strategic weapon. Companies questing for killer apps generally focus all their firepower on the one area that promises to create the greatest competitive advantage. But a new breed of organization has upped the stakes: Amazon, Harrah's, Capital One, and the Boston Red Sox have all dominated their fields by deploying industrial-strength analytics across a wide variety of activities. At a time when firms in many industries offer similar products and use comparable technologies, business processes are among the few remaining points of differentiation--and analytics competitors wring every last drop of value from those processes. Employees hired for their expertise with numbers or trained to recognize their importance are armed with the best evidence and the best quantitative tools. As a result, they make the best decisions. In companies that compete on analytics, senior executives make it clear--from the top down--that analytics is central to strategy. Such organizations launch multiple initiatives involving complex data and statistical analysis, and quantitative activity is managed atthe enterprise (not departmental) level. In this article, professor Thomas H. Davenport lays out the characteristics and practices of these statistical masters and describes some of the very substantial changes other companies must undergo in order to compete on quantitative turf. As one would expect, the transformation requires a significant investment in technology, the accumulation of massive stores of data, and the formulation of company-wide strategies for managing the data. But, at least as important, it also requires executives' vocal, unswerving commitment and willingness to change the way employees think, work, and are treated.

  13. Academic Culture and Campus Culture of Universities

    ERIC Educational Resources Information Center

    Shen, Xi; Tian, Xianghong

    2012-01-01

    Academic culture of universities mainly consists of academic outlooks, academic spirits, academic ethics and academic environments. Campus culture in a university is characterized by individuality, academic feature, opening, leading, variety and creativity. The academic culture enhances the construction of campus culture. The campus culture…

  14. Women in academic medicine.

    PubMed

    Bickel, J

    2000-01-01

    Women now constitute 43% of US medical students, 37% of residents, and 27% of full-time medical school faculty. Less than 11% of women faculty are full professors, however, compared to 31% of men, and these proportions haven't changed in more than 15 years. Since the proportion of women reaching the top ranks remains relatively low, the pool of women available for leadership positions in academic medicine is still small. This review article first summarizes recent data on women's representation in academic medicine and then discusses why they are not succeeding at the same pace as men. Reasons include a complex combination of women's choices, sexism, cultural stereotypes, constraints in combining family responsibilities with professional opportunities, and lack of effective mentoring. Multiple approaches are required to overcome these "cumulative disadvantages," among them improving the gender climate at academic medical centers; the mentoring of women faculty, residents, and students; and skill-building opportunities for women.

  15. Measurement of academic entitlement.

    PubMed

    Miller, Brian K

    2013-10-01

    Members of Generation Y, or Millennials, have been accused of being lazy, whiny, pampered, and entitled, particularly in the college classroom. Using an equity theory framework, eight items from a measure of work entitlement were adapted to measure academic entitlement in a university setting in three independent samples. In Study 1 (n = 229), confirmatory factor analyses indicated good model fit to a unidimensional structure for the data. In Study 2 (n = 200), the questionnaire predicted unique variance in university satisfaction beyond two more general measures of dispositional entitlement. In Study 3 (n = 161), the measure predicted unique variance in perceptions of grade fairness beyond that which was predicted by another measure of academic entitlement. This analysis provides evidence of discriminant, convergent, incremental, concurrent criterion-related, and construct validity for the Academic Equity Preference Questionnaire.

  16. Measurement of academic entitlement.

    PubMed

    Miller, Brian K

    2013-10-01

    Members of Generation Y, or Millennials, have been accused of being lazy, whiny, pampered, and entitled, particularly in the college classroom. Using an equity theory framework, eight items from a measure of work entitlement were adapted to measure academic entitlement in a university setting in three independent samples. In Study 1 (n = 229), confirmatory factor analyses indicated good model fit to a unidimensional structure for the data. In Study 2 (n = 200), the questionnaire predicted unique variance in university satisfaction beyond two more general measures of dispositional entitlement. In Study 3 (n = 161), the measure predicted unique variance in perceptions of grade fairness beyond that which was predicted by another measure of academic entitlement. This analysis provides evidence of discriminant, convergent, incremental, concurrent criterion-related, and construct validity for the Academic Equity Preference Questionnaire. PMID:24597456

  17. Effects of the peer group on the development of social functioning and academic achievement: a longitudinal study in Chinese children.

    PubMed

    Chen, Xinyin; Chang, Lei; Liu, Hongyun; He, Yunfeng

    2008-01-01

    This longitudinal study examined, in a sample of Chinese children (initial mean ages = 9.5 and 12.7 years, N = 505), how the peer group contributed to social functioning and academic achievement and their associations. Data on informal peer groups, social functioning, and academic achievement were collected from multiple sources. Multilevel structural equation modeling revealed that group academic performance made direct contributions to children's social development. Group academic performance also moderated the individual-level relations between academic performance and later social functioning. Whereas high-achieving groups strengthened the positive relations between academic achievement and social competence, low-achieving groups facilitated the negative relations between academic achievement and social problems. The results indicate the significance of the peer group for social functioning from a developmental perspective.

  18. Assessing Competence in Pediatric Cardiology

    ERIC Educational Resources Information Center

    Johnson, Apul E.; And Others

    1976-01-01

    In response to the need to assure physician competence, a rating scale was developed at the University of Minnesota Medical School for use in evaluating clinical competence in pediatric cardiology. It was tested on first- and second-year specialists. Development and testing procedures are described. (JT)

  19. Social Competence: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Harris, Jerry D.

    1984-01-01

    Effective peer relations and the enhancement of social interactions in young children play a central role in the discussion of social competence. Developmental issues relevant to the assessment of social competence including perspective taking, conceptions of friendship, interpersonal strategies and problem solving, moral judgments, and…

  20. Cultural Competency as Skilled Dialogue.

    ERIC Educational Resources Information Center

    Barrera, Isaura; Corso, Robert M.

    2002-01-01

    This article describes Skilled Dialogue, an approach to cultural competency developed in response to the challenges posed by cultural linguistic diversity. Skilled Dialogue focuses on cultural competency as the ability to craft respectful, reciprocal, and responsive interactions across diverse cultural parameters. Characteristics, component…