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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. 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…

  3. 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…

  4. Graphic Communications. 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 graphic communications field; a list acknowledging professionals who helped develop the competency list; and a comprehensive list of the professional or occupational competencies deemed essential for…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. Business & Management 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 business and management, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the business and management ITAC career cluster.…

  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. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Career-Focused Education for Ohio's Students: Sample Instructional Units. Integrated Technical and Academic Competencies (ITAC).

    ERIC Educational Resources Information Center

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

    This book is designed to help academic teachers in middle or secondary education develop an appreciation of career-focused education and begin the process of designing career-focused instruction. (Career-focused instruction is educational programming in which curriculum content and learning experiences clearly connect to the world of work.) For…

  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. Perceived and Actual Academic Competence in Maltreated Children.

    ERIC Educational Resources Information Center

    Kinard, E. Milling

    2001-01-01

    Comparison of maltreated (N=195) and non-maltreated (N=179) children found the maltreated children had significantly lower academic achievement scores but did not differ on perceived academic competence. Maltreated children were more likely to overestimate their level of competence, particularly for reading and arithmetic. Also, children with low…

  2. 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.

  3. Unified Model for Academic Competence, Social Adjustment, and Psychopathology.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    A unified conceptual model is needed to integrate the extensive research on (1) social competence and adaptive behavior, (2) converging conceptualizations of social adjustment and psychopathology, and (3) emerging concepts and measures of academic competence. To develop such a model, a study was conducted in which teacher ratings were collected on…

  4. 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.…

  5. 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…

  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. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

    In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing skills and social skills. The author recommends that her daughter should have a full evaluation of her academic skills and potentials inclusive of psychology, speech, and occupational therapy. The author also…

  8. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  9. ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

    PubMed

    Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

    2013-06-01

    In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. PMID:23510262

  10. 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,…

  11. 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…

  12. Academic Intrinsic Motivation and Perceived Academic Competence in Greek Elementary Students with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Zisimopoulos, Dimitrios A.; Galanaki, Evangelia P.

    2009-01-01

    The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th- and 6th-grade students with learning disabilities (LD) (n = 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As…

  13. Adolescents and Their Parents' Perceptions about Parenting Characteristics. Who Can Better Predict the Adolescent's Academic Competence?

    ERIC Educational Resources Information Center

    Pelegrina, Santiago; Garcia-Linares, M. Cruz; Casanova, Pedro F.

    2003-01-01

    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…

  14. Relations between social competence and academic achievement in early adolescence.

    PubMed

    Wentzel, K R

    1991-10-01

    Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. PMID:1756656

  15. 77 FR 53249 - Meeting of the International Telecommunication Advisory Committee (ITAC)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-31

    ... Meeting of the International Telecommunication Advisory Committee (ITAC) SUMMARY: This notice announces a meeting of the International Telecommunication Advisory Committees (ITAC) to review status of preparations for the World Conference on International Telecommunication and the World...

  16. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  17. 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…

  18. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    ERIC Educational Resources Information Center

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2010-01-01

    Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

  19. School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

    PubMed

    Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

    2015-01-01

    Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions. PMID:25398080

  20. Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois. Illinois Education Research Council. Policy Research Report: IERC 2008-1

    ERIC Educational Resources Information Center

    White, Bradford R.; Presley, Jennifer B.; DeAngelis, Karen J.

    2008-01-01

    This study examines the distribution, change, and impact of the Index of Teacher Academic Capital (ITAC) in all Illinois public schools from 2001 to 2006. The ITAC is a school-level composite of five measures: teacher ACT Composite and English scores, teacher Basic Skills Test results, teacher certification status, and teacher undergraduate…

  1. 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,…

  2. Factors Influencing Competence and Performance of Reference Librarians in Academic Libraries in Nigeria.

    ERIC Educational Resources Information Center

    Omoniyi, Joseph O.

    2002-01-01

    Reports on research that focused on competence and performance of reference libraries in academic libraries in Nigeria. Includes recommendations for improving competence and performance, including the reference process; staffing and other resources; education for reference librarians; knowledge of modern technology; and emotional stability and…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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.…

  12. 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…

  13. 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…

  14. Academic Competence for Adolescents Who Bully and Who Are Bullied: Findings from the 4-H Study of Positive Youth Development

    ERIC Educational Resources Information Center

    Ma, Lang; Phelps, Erin; Lerner, Jacqueline V.; Lerner, Richard M.

    2009-01-01

    School bullying has negative implications for adolescent academic competence, making it important to explore what factors promote such competence for adolescents who bully and who are bullied. Potential contextual and individual variables linked to academic competence were examined in the context of bullying. Data were derived from the Grades 5…

  15. 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.…

  16. 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

  17. Structured Teacher Ratings to Identify Students in Need of Academic Assistance: Validation of the Brief Academic Competence Evaluation Screening System

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Albers, Craig A.

    2008-01-01

    The Brief Academic Competence Evaluation Screening System (BACESS) is a multiphase universal screening measure designed to assist educators in the identification of students who are likely to experience learning difficulties in elementary school. This study evaluated the reliability and validity of the measure for this purpose. The BACESS was used…

  18. 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…

  19. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    PubMed Central

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2014-01-01

    Research Findings The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies. PMID:25632216

  20. Longitudinal predictors of adult socioeconomic attainment: the roles of socioeconomic status, academic competence, and mental health.

    PubMed

    Slominski, Lisa; Sameroff, Arnold; Rosenblum, Katherine; Kasser, Tim

    2011-02-01

    Educational attainment and occupational status are key markers of success in adulthood. We expand upon previous research that focused primarily on the contributions of academic competence and family socioeconomic status (SES) by investigating the role of mental health in predicting adult SES. In a longitudinal study spanning 30 years, we used structural equation modeling to examine how parental mental health in early childhood and family SES, offspring academic competence, and offspring mental health in adolescence relate to occupational and educational attainment at age 30. Results were that adolescent academic competence predicted adult educational attainment, and that educational attainment then predicted occupational attainment. The pathways between academic competence and occupational attainment, family SES and educational attainment, and family SES and occupational attainment were not significant. In contrast, adolescent mental health not only predicted educational attainment, but was also directly related to adult occupational attainment. Finally, early maternal mental health was associated with offspring's adult socioeconomic attainment through its relations with adolescent academic competence and mental health. These results highlight the importance of mental health to adult socioeconomic attainment. PMID:21262057

  1. Metastatic behaviour of sinonasal adenocarcinomas of the intestinal type (ITAC).

    PubMed

    Donhuijsen, K; Kollecker, I; Petersen, P; Gaßler, N; Schulze, J; Schroeder, H-G

    2016-03-01

    The relative frequency of regional lymphogenic versus distant hematogenic metastases was evaluated in 369 patients with sinonasal adenocarcinoma of the intestinal type (ITAC). We assessed the results of neck dissections for a limited number of patients undergoing this surgical intervention. 117 ITAC patients were followed up for at least 5 years. Neck dissections were performed in 18 cases (15 primary and 3 secondary operations), 4 of which revealed carcinoma-positive lymph nodes. Metastases in lymph nodes were also diagnosed clinically in three other patients adding up to a total of seven individuals (6 % of 117) with lymphogenic metastases. In comparison, distant hematogenic metastases were identified in 15.4 % of these 117 patients. In the second group of 252 patients, the occurrence of distant hematogenic metastases and colorectal adenocarcinomas was registered but no formal follow-up procedure was applied. 50 neck dissections were performed in this group, 46 of which exhibited no histological evidence for metastases in lymph nodes, while in 1 case they were carcinoma-positive. Three additional cases showed clinical signs of metastases in regional lymph nodes. Taken together, our observations indicate that regional lymphogenic metastases are rather rare (about 2 %) in patients with sinonasal adenocarcinoma of the intestinal type. Therefore, the surgery of neck dissection appears not advised as routine intervention in these cases. ITAC patients show a normal prevalence of colorectal adenocarcinomas. PMID:25753257

  2. A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

    PubMed

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

    2011-05-01

    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 analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. PMID:21219064

  3. 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. PMID:25599128

  4. Integrating the core competencies: proceedings from the 2005 Academic Assembly consortium.

    PubMed

    Stahmer, Sarah A; Ellison, Stefanie R; Jubanyik, Karen K; Felten, Scott; Doty, Christopher; Binder, Louis; Jouriles, Nicholas J

    2007-01-01

    The Accreditation Council for Graduate Medical Education mandated the integration of the core competencies into residency training in 2001. To this end, educators in emergency medicine (EM) have been proactive in their approach, using collaborative efforts to develop methods that teach and assess the competencies. The first steps toward a collaborative approach occurred during the proceedings of the Council of Emergency Medicine Residency Directors (CORD-EM) academic assembly in 2002. Three years later, the competencies were revisited by working groups of EM program directors and educators at the 2005 Academic Assembly. This report provides a summary discussion of the status of integration of the competencies into EM training programs in 2005. PMID:17079791

  5. Faculty Perceptions of Academic Advising: Importance, Responsibility, and Competence

    ERIC Educational Resources Information Center

    Johnson-Garcia, Michelle

    2010-01-01

    Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and…

  6. 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…

  7. Roles and Competencies of Academic Counsellors in Distance Education

    ERIC Educational Resources Information Center

    Mishra, Sanjaya

    2005-01-01

    Academic counsellors or tutors are engaged as a link between learners and distance teaching institutions. They perform various roles such as facilitating learning of subject matter content, assessing assignments, providing motivation and encouragement, and supervising research/term papers/project work. Each of these roles requires specific…

  8. Diversity Initiatives in Academic Psychiatry: Applying Cultural Competence

    ERIC Educational Resources Information Center

    Lim, Russell F.; Luo, John S.; Suo, Shannon; Hales, Robert E.

    2008-01-01

    Objective: This article describes the process of change in an academic department of psychiatry that has led to the development of a diversity initiative in teaching, research, recruitment, and services. Methods: The authors performed a literature review of diversity initiatives using PubMed. The authors then wrote a case study of the development…

  9. 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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  11. Assessing the Academic Competence of College Students: Validation of a Self-Report Measure of Skills and Enablers.

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; DiPerna, James C.

    2002-01-01

    Investigated the criterion-related validity of the Academic Competence Evaluation Scales-College (ACES-College), a self-report measure of academic competence. Using comparisons to grade point average and college admission test scores, found good evidence for its validity and ability to differentiate college students experiencing learning…

  12. 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;…

  13. 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

  14. Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; DiPerna, James C.; Bolt, Daniel M.; Reiser, Deitra; Resurreccion, Leilani

    2014-01-01

    Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and…

  15. 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…

  16. 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…

  17. 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.…

  18. 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…

  19. 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'…

  20. Behavioral Competence and Academic Functioning among Early Elementary Children with Externalizing Problems

    ERIC Educational Resources Information Center

    Kwon, Kyongboon; Kim, Elizabeth; Sheridan, Susan

    2012-01-01

    The positive effect of competent behaviors on academic functioning may outweigh the negative effect of externalizing problems. The current study examined this premise among children with externalizing problems in the early elementary years. Participants were 207 kindergarten through third-grade children and their parents and teachers. Results…

  1. 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…

  2. 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…

  3. 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…

  4. Validation of a Questionnaire on Behaviour Academic Competence among Chinese Preschool Children

    ERIC Educational Resources Information Center

    Leung, Cynthia; Lo, S. K.; Leung, Shirley S. L.

    2012-01-01

    The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents.…

  5. Screening for Early Learning Problems within an Urban Population: The Brief Academic Competence Evaluation Screening System

    ERIC Educational Resources Information Center

    Kettler, Ryan J.

    2007-01-01

    The Brief Academic Competence Evaluation Screening System (BACESS; Elliott, DiPerna, & Huai, 2003) is a multi-phase instrument designed to assist educators in the identification of students who are likely to experience early learning problems. The BACESS was used in eight elementary classrooms (n=71) in southern California. Each phase of the…

  6. 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…

  7. Prediction of Children’s Academic Competence From Their Effortful Control, Relationships, and Classroom Participation

    PubMed Central

    Lemery-Chalfant, Kathryn; Swanson, Jodi; Reiser, Mark

    2010-01-01

    The authors examined the relations among children’s effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children’s effortful control, and teachers and children reported on children’s school relationships and classroom participation. Children’s grade point averages (GPAs) and absences were obtained from school-issued report cards. Significant positive correlations existed between effortful control, school relationships, classroom participation, and academic competence. Consistent with expectations, the teacher–child relationship, social competence, and classroom participation partially mediated the relation between effortful control and change in GPA from the beginning to the end of the school year. The teacher–child relationship and classroom participation also partially mediated the relation between effortful control and change in school absences across the year. PMID:21212831

  8. Developmental pathways linking childhood and adolescent internalizing, externalizing, academic competence, and adolescent depression.

    PubMed

    Weeks, Murray; Ploubidis, George B; Cairney, John; Wild, T Cameron; Naicker, Kiyuri; Colman, Ian

    2016-08-01

    This study examined longitudinal pathways through three domains of adaptation from ages 4-5 to 14-15 (internalizing problems, externalizing problems, and academic competence) towards depressive symptoms at age 16-17. Participants were 6425 Canadian children followed bi-annually as part of the National Longitudinal Study of Children and Youth. Within-domain (i.e., stability) effects were moderate in strength. We found longitudinal cross-domain effects across one time point (i.e., one-lag cascades) between internalizing and externalizing in early childhood (positive associations), and between academic competence and externalizing in later childhood and adolescence (negative associations). We also found cascade effects over multiple time points (i.e., multi-lag cascades); lower academic competence at age 4-5 and greater internalizing at age 6-7 predicted greater age 12-13 externalizing, and greater age 6-7 externalizing predicted greater age 16-17 depression. Important pathways towards adolescent depression include a stability path through childhood and adolescent internalizing, as well as a number of potential paths involving all domains of adaptation, highlighting the multifactorial nature of adolescent depression. PMID:27288965

  9. 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. PMID:25521785

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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. PMID:26449362

  15. 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.

  16. 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…

  17. The Role of Friends in Early Adolescents' Academic Self-Competence and Intrinsic Value for Math and English

    ERIC Educational Resources Information Center

    Bissell-Havran, Joanna M.; Loken, Eric

    2009-01-01

    In a sample of 207 eighth grade students, we examined similarities between students and their friends in achievement motivation and whether friendship support moderated these associations. Academic self-competence and intrinsic value for math and English were assessed using both perceptions of friends and actual friend reports collected through…

  18. 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

  19. 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…

  20. 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…

  1. Social, Emotional, and Academic Competence among Children Who Have Had Contact with Child Protective Services: Prevalence and Stability Estimates

    ERIC Educational Resources Information Center

    Jaffee, Sara R.; Gallop, Robert

    2007-01-01

    Objective: To estimate the prevalence and stability of social, emotional, and academic competence in a nationally representative sample of children involved with child protective services. Method: Children were assessed as part of the National Survey of Child and Adolescent Well-Being. Children (N = 2,065) ranged in age from 8 to 16 years and were…

  2. 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…

  3. 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…

  4. 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

  5. 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. PMID:15689612

  6. 50 CFR Table 33 to Part 679 - Annual Apportion of Amendment 80 Species ITAC Between the Amendment 80 and BSAI Trawl Limited...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 50 Wildlife and Fisheries 9 2010-10-01 2010-10-01 false Annual Apportion of Amendment 80 Species ITAC Between the Amendment 80 and BSAI Trawl Limited Access Sectors (Except Yellowfin Sole) 33 Table 33... ALASKA Pt. 679, Table 33 Table 33 to Part 679— Annual Apportion of Amendment 80 Species ITAC Between...

  7. 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,…

  8. 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…

  9. 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.…

  10. 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…

  11. Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students

    PubMed Central

    Hughes, Jan N.; Gleason, Katie A.; Zhang, Duan

    2010-01-01

    This study examined the associations among child demographic variables, teacher perceptions of parent–teacher and student–teacher relationship quality, and teacher perceptions of children’s academic abilities in an ethnically diverse sample of 607 academically at-risk first grade children. Relative to relationships with African American children and parents, teachers rated their relationships with White and Hispanic children and parents more positively. Measures of relationship quality added unique variance to teachers’ perceptions of children’s abilities, controlling for parent educational level and measured ability. Relationship variables fully mediated the association between African American status and teachers’ perceptions of children’s abilities. Implications of the findings for teacher in-service and professional development and for parent involvement programs are discussed. PMID:20401185

  12. 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…

  13. 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…

  14. 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…

  15. 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

    ... Agenda for the closed portion of the meeting will be the Trade Policy Agenda, including discussion of... TRADE REPRESENTATIVE Notice of Meeting of the Committee of Chairs of the Industry Trade Advisory Committees (ITACs) AGENCY: Office of the United States Trade Representative. ACTION: Notice of a...

  16. 77 FR 61046 - Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority Business (ITAC-11)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-05

    ... 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...

  17. 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......

  18. 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......

  19. 77 FR 14459 - Notice of Meeting of the Industry Trade Advisory Committee on Small and Minority Business (ITAC-11)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-09

    ...The Industry Trade Advisory Committee on Small and Minority Business (ITAC-11) will hold a meeting on Wednesday, April 4, 2012, from 9 a.m. to 4 p.m. The meeting will be opened to the public from 9 a.m. to 10:30...

  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. 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…

  2. Child Care Aide. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Moore, Pamela Hullen

    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. 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…

  4. Printing. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abram, Roy

    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. 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…

  6. 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…

  7. Effects of Class Size and Adaptive Teaching Competency on Classroom Processes and Academic Outcome

    ERIC Educational Resources Information Center

    Bruhwiler, Christian; Blatchford, Peter

    2011-01-01

    In many studies of class size effects, teacher characteristics are missing, even though many argue it is not class size that is important but teacher quality. In the present study teachers' effectiveness on the learning progress was assessed while teaching a unit with predefined learning objectives. To measure adaptive teaching competency a…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Teaching for Connection: Critical Thinking Skills, Problem Solving, and Academic and Occupational Competencies. Lesson Plans.

    ERIC Educational Resources Information Center

    Hedges, Lowell E.

    This document contains 48 sample lesson plans that practicing teachers of vocational and academic education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching;…

  5. Undergraduate Nurse Variables that Predict Academic Achievement and Clinical Competence in Nursing

    ERIC Educational Resources Information Center

    Blackman, Ian; Hall, Margaret; Darmawan, I Gusti Ngurah.

    2007-01-01

    A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for undergraduate nursing students. Sixteen latent variables were considered including the students' background, gender, type of first language, age, their previous successes with their undergraduate nursing studies and status given for…

  6. 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…

  7. 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…

  8. 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…

  9. Dispositional Hope as a Moderator of the Link between Social Comparison with Friends and Eighth-Grade Students' Perceptions of Academic Competence

    ERIC Educational Resources Information Center

    Bissell-Havran, Joanna M.

    2015-01-01

    We examined the link between social comparison with friends and self-perceptions of academic competence during adolescence and how personality may play a role in this link. Participants were 193 eighth-grade students who attended a rural, mid-Atlantic middle school. We used difference scores to measure the extent to which students' nominated and…

  10. 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…

  11. 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…

  12. 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

  13. 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. PMID:22239458

  14. A test of the cognitive diathesis-stress model of depression in children: academic stressors, attributional style, perceived competence, and control.

    PubMed

    Hilsman, R; Garber, J

    1995-08-01

    The cognitive diathesis-stress model of depression was tested in a sample of 439 children in grades 5 and 6. Attributional style and cognitions about academic competence and control over achievement were assessed before the occurrence of a potentially stressful event--receiving unacceptable grades on a report card. Depressive symptoms were assessed 1 week before the event, the morning after, and 5 days later. Replicating G. I. Metalsky, L. J. Halberstadt, and L. Y. Abramson (1987), stressor level and negative cognitions predicted depressive symptoms the morning after the event, controlling for initial symptom levels. Depressive symptoms 5 days later were predicted by the interactions of negative cognitions with stressors, supporting a cognitive diathesis-stress model. Students who reported a negative explanatory style or lack of academic control and competence expressed more distress after receiving unacceptable grades than did students without such cognitions. PMID:7643310

  15. 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. PMID:23889013

  16. 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…

  17. The Development of Perceived Scholastic Competence and Global Self-Worth in African American Adolescents from Low-Income Families: The Roles of Family Factors, Early Educational Intervention, and Academic Experience.

    ERIC Educational Resources Information Center

    Campbell, Frances A.; Pungello, Elizabeth P.; Miller-Johnson, Shari

    2002-01-01

    Examined early childhood and concurrent factors associated with adolescents' self-perceptions of scholastic competence and global self-worth. Found that family conflict in adolescence, early childhood educational intervention (Abecedarian Project), and academic achievement predicted perceived scholastic competence. Perceptions of scholastic,…

  18. 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…

  19. 50 CFR Table 33 to Part 679 - Annual Apportion of Amendment 80 Species ITAC Between the Amendment 80 and BSAI Trawl Limited...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 50 Wildlife and Fisheries 13 2013-10-01 2013-10-01 false Annual Apportion of Amendment 80 Species ITAC Between the Amendment 80 and BSAI Trawl Limited Access Sectors (Except Yellowfin Sole) 33 Table 33 to Part 679 Wildlife and Fisheries FISHERY CONSERVATION AND MANAGEMENT, NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE...

  20. 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…

  1. 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…

  2. Separation of Competency and Affect Components of Multiple Dimensions of Academic Self-Concept: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Craven, Rhonda; Debus, Raymond

    1999-01-01

    Examined how separation of competency and affect components of self-concept domains varied in 7- to 13-year-olds. Found that Self-Description Questionnaire factor loadings were invariant over age comparisons. Correlations among reading, math, and school self-concepts decreased with age. Correlations between competency and affect within domains…

  3. 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…

  4. 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…

  5. Promoting Social and Academic Competence in the Classroom: An Intervention Study Examining the Contribution of the "Responsive Classroom" Approach

    ERIC Educational Resources Information Center

    Rimm-Kaufman, Sara E.; Chiu, Yu-Jen I.

    2007-01-01

    This exploratory study examined the contribution of the "RC" Approach over a two-year period. The "RC" Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of "RC" practices…

  6. 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…

  7. Medical Skills and Related Health Careers. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vlahides, Norma

    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…

  8. Landscaping and Greenhouse Technology. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Kucharewski, Dennis

    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 Building Construction (Masonry). COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Keck, 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…

  10. Medical Office Receptionist/Assistant. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gorman, Dolores

    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…

  11. Business Relations--Media/Modeling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Racanelli, Meri Gann

    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. 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…

  13. 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…

  14. Early Childhood Educators' Competences for Supporting Children's Academic Language Skills in Germany

    ERIC Educational Resources Information Center

    Michel, Marije; Ofner, Daniela; Thoma, Dieter

    2014-01-01

    This study investigates early childhood educators' language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages).…

  15. 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…

  16. 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…

  17. A Model for the Academic Support of C.B.T.E.: Competency-Based Science for Elementary Teachers.

    ERIC Educational Resources Information Center

    Capie, William, Ed.; Markle, Glenn C., Ed.

    This monograph outlines the impact of competency-based teacher education (CBTE) on the science program for prospective elementary teachers at the University of Georgia and the conversion to a model which reflects CBTE philosophy. The introduction describes the general trend in science courses toward CBTE, starting with the establishment of a…

  18. 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…

  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. The Educational Environment and Students' Responding Times as a Function of Students' Teacher-Perceived Academic Competence.

    ERIC Educational Resources Information Center

    Greener, Jean W.; And Others

    The use of time in school, specifically the portion of time defined as active responding time, has been shown to correlate significantly with achievement. The comprehensive observational methodology of the academic engaged time studies provides the basis for systematically investigating student responding time and elements of the educational…

  1. 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'…

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

    ERIC Educational Resources Information Center

    McAlonan, Susan; Longo, Pat; Hotchkiss, Heather; Roark, Kelli; Fitzgerald, Joy

    This handbook, intended for K-12 teachers in Colorado, is a tool to help educators weave academic content standards, assessments, and career development methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. The examples contained in the handbook were created to provide a vision of…

  3. 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…

  4. 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

  5. Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: an examination of sixth- and ninth-grade regular education students.

    PubMed

    Wong, Eugene H; Wiest, Dudley J; Cusick, Lisa B

    2002-01-01

    This project examined the hypothesis that students' perceptions of teacher autonomy support, parent attachment, competence, and self-worth would predict motivational orientation and achievement test performance. Participants were 135 sixth-grade and 91 ninth-grade regular education students from a large, ethnically diverse school district. Stepwise regression analyses indicated that autonomy support, parent attachment, scholastic competence, and self-worth predicted the academic criterion variables. Interestingly, scholastic competence was a significant predictor in all of the regression models. Implications of the findings are discussed in terms of classroom practices. PMID:12144158

  6. 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…

  7. 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…

  8. The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transition.

    PubMed

    Vaz, Sharmila; Parsons, Richard; Falkmer, Torbjörn; Passmore, Anne Elizabeth; Falkmer, Marita

    2014-01-01

    Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten--Year 7 schools reporting the lowest scores, while those from the Kindergarten--Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten--Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition. PMID:24608366

  9. The Impact of Personal Background and School Contextual Factors on Academic Competence and Mental Health Functioning across the Primary-Secondary School Transition

    PubMed Central

    Vaz, Sharmila; Parsons, Richard; Falkmer, Torbjörn; Passmore, Anne Elizabeth; Falkmer, Marita

    2014-01-01

    Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten - Year 7 schools reporting the lowest scores, while those from the Kindergarten - Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten - Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition. PMID:24608366

  10. A novel chemokine receptor for SDF-1 and I-TAC involved in cell survival, cell adhesion, and tumor development

    PubMed Central

    Burns, Jennifer M.; Summers, Bretton C.; Wang, Yu; Melikian, Anita; Berahovich, Rob; Miao, Zhenhua; Penfold, Mark E. T.; Sunshine, Mary Jean; Littman, Dan R.; Kuo, Calvin J.; Wei, Kevin; McMaster, Brian E.; Wright, Kim; Howard, Maureen C.; Schall, Thomas J.

    2006-01-01

    The chemokine stromal cell–derived factor (SDF-1; also known as chemokine ligand 12 [CXCL12]) regulates many essential biological processes, including cardiac and neuronal development, stem cell motility, neovascularization, angiogenesis, apoptosis, and tumorigenesis. It is generally believed that SDF-1 mediates these many disparate processes via a single cell surface receptor known as chemokine receptor 4 (CXCR4). This paper characterizes an alternate receptor, CXCR7, which binds with high affinity to SDF-1 and to a second chemokine, interferon-inducible T cell α chemoattractant (I-TAC; also known as CXCL11). Membrane-associated CXCR7 is expressed on many tumor cell lines, on activated endothelial cells, and on fetal liver cells, but on few other cell types. Unlike many other chemokine receptors, ligand activation of CXCR7 does not cause Ca2+ mobilization or cell migration. However, expression of CXCR7 provides cells with a growth and survival advantage and increased adhesion properties. Consistent with a role for CXCR7 in cell survival and adhesion, a specific, high affinity small molecule antagonist to CXCR7 impedes in vivo tumor growth in animal models, validating this new receptor as a target for development of novel cancer therapeutics. PMID:16940167

  11. Implementation of the interdisciplinary curriculum Teaching and Assessing Communicative Competence in the fourth academic year of medical studies (CoMeD)

    PubMed Central

    Mortsiefer, Achim; Rotthoff, Thomas; Schmelzer, Regine; Immecke, J.; Ortmanns, B.; in der Schmitten, J.; Altiner, A.; Karger, André

    2012-01-01

    Introduction: Implementation of a longitudinal curriculum for training in advanced communications skills represents an unmet need in most German medical faculties, especially in the 4rth and 5th years of medical studies. The CoMeD project (communication in medical education Düsseldorf) attempted to establish an interdisciplinary program to teach and to assess communicative competence in the 4th academic year. In this paper, we describe the development of the project and report results of its evaluation by medical students. Methods: Teaching objectives and lesson formats were developed in a multistage process. A teaching program for simulated patients (SP) was built up and continuous lecturer trainings were estabilshed. Several clinical disciplines co-operated for the purpose of integrating the communication training into the pre-existing clinical teaching curriculum. The CoMeD project was evaluated using feedback-forms after each course. Results: Until now, six training units for especially challenging communication tasks like “dealing with aggression” or “breaking bad news” were implemented, each unit connected with a preliminary tutorial or e-learning course. An OSCE (objective structured clinical examination) with 4 stations was introduced. The students’ evaluation of the six CoMeD training units showed the top or second-best rating in more than 80% of the answers. Discussion: Introducing an interdisciplinary communication training and a corresponding OSCE into the 4th year medical curriculum is feasible. Embedding communication teaching in a clinical context and involvement of clinicians as lecturers seem to be important factors for ensuring practical relevance and achieving high acceptance by medical students. PMID:22403591

  12. Horticulture. 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)…

  13. Carpentry. 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)…

  14. 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)…

  15. 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…

  16. Medical Assistant. 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 medical assistant program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Entertainment Marketing. 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 entertainment marketing. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. The Devaluation of Women's Competence.

    ERIC Educational Resources Information Center

    Lott, Bernice

    1985-01-01

    Research on the evaluation of eminent academic women supports the hypothesis that typical responses (of men, primarily) to competent women include prejudice, stereotyped beliefs, and overt or subtle discrimination. A competent woman is most likely to be devalued when potential consequences exist for the evaluator and when the woman is unfamiliar.…

  8. 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…

  9. 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…

  10. Self-Perceptions of Academic Competence: How They Develop and How They Relate to Intrinsic Motivation for Learning in English and Maths for Year Six Students.

    ERIC Educational Resources Information Center

    Cocks, Rachel J.; Watt, Helen M. G.

    Recent literature on motivation has documented that perceptions of self-competence and motivational orientations for learning are interrelated. This study focuses specifically on childrens perceptions of their scholastic abilities, how these perceptions develop and how they relate to intrinsic motivation for learning. The rationale for this study…

  11. An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students

    ERIC Educational Resources Information Center

    Rhodes, Darson L.

    2009-01-01

    A sample of 656 undergraduate students from multiple sections of an introductory nutrition course, a personal health course, and a physical fitness course at a large Midwestern University completed one of four surveys. Using matrix sampling, each participant completed a survey measuring one of four personal and social competence constructs; coping…

  12. 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.…

  13. Dental 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)…

  14. 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)…

  15. 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)…

  16. 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…

  17. 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)…

  18. 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)…

  19. Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement.

    ERIC Educational Resources Information Center

    Tiedemann, Joachim; Faber, Gunter

    1992-01-01

    Reports a longitudinal study of the link between home variables (mainly maternal support), cognitive prerequisites of preschoolers, and later school achievement (spelling, reading, and arithmetic). Maternal support significantly affected competencies and academic achievement. Cognitive competencies predicted later academic achievement; achievement…

  20. Competence-Based VET as Seen by Dutch Researchers

    ERIC Educational Resources Information Center

    Wesselink, Renate; Biemans, Harm J. A.; Mulder, Martin; van den Elsen, Elke R.

    2007-01-01

    The concept of competence is increasingly the basis for (re)designing VET. In competence-based VET academic disciplines are no longer starting points for curriculum development. Competence needed for working in practice, however, is. Competence-based learning is a dominant trend in VET in several countries because of fewer expected problems in the…

  1. 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.…

  2. 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,…

  3. 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

  4. 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…

  5. 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

  6. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

    PubMed Central

    Sansgiry, Sujit S.; Ukwe, Chinwe V.

    2015-01-01

    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

  7. 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

  8. 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,…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Factors That Affect Academic Performance Among Pharmacy Students

    PubMed Central

    Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

    2006-01-01

    Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

  15. 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

  16. 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)

  17. Developing Cognitive Academic Language Proficiency: The Journey

    ERIC Educational Resources Information Center

    Roessingh, Hetty; Kover, Pat; Watt, David

    2005-01-01

    This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and…

  18. Using Academic Strategies to Build Resilience.

    ERIC Educational Resources Information Center

    Pikes, Theodore; Burrell, Brenda; Holliday, Connie

    1998-01-01

    States that developing and implementing educational experiences that foster resiliency can be as easy as gaining a new perspective on traditional academic activities. Provides five examples of academic projects that can be used to build five important elements of resilience: competency, belonging, usefulness, potency, and optimism. (Author/MKA)

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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

  7. 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…

  8. 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. PMID:25161064

  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. Academic Policy.

    ERIC Educational Resources Information Center

    Chicago City Colleges, IL.

    This statement outlines the academic policies of the City Colleges of Chicago. Part I outlines the Institution's academic standards, covering: (1) student class attendance; (2) the grading system; (3) mid-term grades; (4) the use of non-grade designations; i.e., administrative initiated withdrawal, auditor, no-show withdrawal, incomplete, and…

  11. 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…

  12. Academic Engagement

    ERIC Educational Resources Information Center

    Swift, Christopher

    2010-01-01

    The academy is defined by a fundamentally uncertain pursuit of certainty. The question of whether academic work is a sufficient form of engagement on its own is inseparable from the contradiction inherent to this pursuit. Like any properly academic question, it lends itself to a forum: a response is nearly obligatory for any professor in the…

  13. Academic Duty.

    ERIC Educational Resources Information Center

    Kennedy, Donald

    This book by a former university president examines the state of the research university faculty, focusing on teaching and how success at teaching can be evaluated; ethical problems in reviewing the work of others, research and how it is supported; outside commitments; and research misconduct. Chapters include: "Academic Freedom, Academic Duty,"…

  14. 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.…

  15. Academic Identity Tensions in the Public University: Which Values Really Matter?

    ERIC Educational Resources Information Center

    Winter, Richard P.; O'Donohue, Wayne

    2012-01-01

    Our study explores the relationship between values and academic identity in the public university. Framing the study is the proposition public universities face academic identity tensions arising from pressures to combine and sustain competing and contradictory managerial (economic) and academic (professional) values systems. Academic responses to…

  16. The new academic health center hybrids: part business, part academic.

    PubMed

    Vavala, D

    1996-06-01

    Academic health centers have flourished since the 1960s and even managed to survive the shift toward prospective payment. But in their current quest to expand the number of managed care patients and compete with the private sector, they often must price services below cost and reduce the number of faculty members and other personnel. Unless their prices are competitive, managed care companies will not do business with them. AHCs that cannot compete find they are overbedded, underused, and in turmoil. This article explores what successful AHCs are doing to stay healthy in the managed care era. PMID:10161348

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. Coaches’ Perceptions of Competence and Acknowledgement of Training Needs Related to Professional Competences

    PubMed Central

    Santos, Sofia; Mesquita, Isabel; GRAÇA, Amândio; Rosado, António

    2010-01-01

    The purpose of the present study was to examine coaches’ perceptions of competence and acknowledgement of training needs related to professional competences according to the professional experience and academic education. The participants were 343 coaches from several sports, who answered to a questionnaire that includes a scale focused on perceptions of competence and another scale on acknowledgment of training needs. An exploratory factor analysis with Maximum Likelihood Factoring was used with Oblimin rotation for the identification of emergent factors. Comparison on coaches’ perceptions in function of coaching experience and coaches’ academic background were made applying One-way ANOVA and Tukey’s post hoc multiple comparisons. Factor analysis on coaches’ perceptions of competence and acknowledgement of training needs made apparent three main areas of competences, i.e. competences related to annual and multi-annual planning; competences related to orientation towards practice and competition; and personal and coaching education competences. Coaches’ perceptions were influenced by their experience, as low experienced coaches rated themselves at lower levels of competence and with more training needs; also coaches with high education, in Physical Education or others, perceived themselves as more competent than coaches with no higher education. Finally, the majority of the coaches perceived themselves to be competent but, nevertheless, they indicated to have training needs, which brings an important feedback to coach education. This suggests that coaches are interested in increasing their knowledge and competence in a broad range of areas which should be considered in future coach education programs. Key points Coaches’ perceptions of competence and acknowledgement of training needs resulted in three main areas: competences related to annual and multi-annual planning, competences related to practice and competition orientation and, finally, personal

  6. 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.

  7. Academic Freedom and Academic Tenure.

    ERIC Educational Resources Information Center

    De George, Richard T.

    2001-01-01

    Asserts that Martin Michaelson's proposal in "Should Untenured as Well as Tenured Faculty Be Guaranteed Academic Freedom? A Few Observations," despite its good intentions, is seriously flawed and if adopted in preference to existing standards will weaken rather than strengthen academic freedom. (EV)

  8. 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)

  9. Academic Libraries

    ERIC Educational Resources Information Center

    Library Journal, 1970

    1970-01-01

    Building data is given for the following academic libraries: (1) Rosary College, River Forest, Illinois; (2) Abilene Christian College, Abilene, Texas; (3) University of California, San Diego, La Jolla, California. (MF)

  10. 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…

  11. 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…

  12. 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)…

  13. 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;…

  14. Competencies in Teacher Education: Preservice Teachers' Perceptions about Competencies and Their Attitudes

    ERIC Educational Resources Information Center

    Koksal, Necla

    2013-01-01

    This study aims to identify the general teaching competency levels and professional attitudes of preservice teachers who are to graduate from four-year education faculties. It was conducted with a total of 379 senior-year students who were attending Pamukkale University Education Faculty during the spring term of the 2008 to 2009 academic year.…

  15. 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…

  16. 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…

  17. 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 PMID:26751629

  18. 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.

  19. The Changing Role of Reference Librarians in Modern Academic Libraries.

    ERIC Educational Resources Information Center

    Huang, Samuel T.

    The role of academic reference librarians is taking new shape with the continuous development of library technologies. In addition to their traditional bibliographical, academic, and personal competencies, librarians also have to possess technological expertise in order to gain access to automated library processes both for themselves, and for…

  20. 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,…

  1. Latino Adolescents' Academic Motivation: The Role of Siblings

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.

    2010-01-01

    Guided by an ecological perspective, two competing models were tested to examine how sibling relationship quality directly predicted or interacted with academic support from siblings to predict Latino adolescents' academic motivation (N = 258). Gender differences were examined utilizing multiple group analysis in structural equation modeling.…

  2. 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…

  3. 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…

  4. 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…

  5. Academic Prophecies.

    ERIC Educational Resources Information Center

    Nielsen, Robert M.; Polishook, Irwin H.

    1985-01-01

    Academic prophecies are characterized by their innocence, detachment from the realities of politics and economics, and deference to a limited cohort of administrative representatives. Careless forecasting of the untested future contributes to public misunderstanding of higher education's role in society. (MLW)

  6. 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…

  7. 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.…

  8. Preparation of academic nurse educators.

    PubMed

    Booth, Tracy L; Emerson, Christi J; Hackney, Michele G; Souter, Sharon

    2016-07-01

    Nursing practice is diverse, with nurses serving in both direct and indirect patient care roles. For nurse educators, the realm of nursing practice extends beyond direct patient care to include preparing students for nursing practice. Academic nurse educators must be prepared to serve as educators, researchers, and to have experience in a clinical specialty area. For many nurse educators, advanced academic preparation often relates to a clinical area of practice rather than pedagogical practice. Graduate-level knowledge of evidence-based research and practice, teaching methods, and curriculum design and development form the foundation for academic practice. Because education and nursing are two distinctive disciplines, clinical expertise does not naturally result in teaching expertise. Lack of consensus regarding the educational preparation of nurse educators adds to the complexity of the nursing profession. The purpose of this article is to advocate for pedagogical preparation for academic nurse educators. Additionally, this article contains recommendations for pedagogical competencies indicative of academic nurse educator preparation. PMID:27428693

  9. Developing Competencies for Training Practitioners in Evidence-Based Cancer Control

    PubMed Central

    Ballew, Paula; Kittur, Nupur D.; Elliott, Michael B.; Haire-Joshu, Debra; Krebill, Hope; Kreuter, Matthew W.

    2013-01-01

    Background Competency-based education allows public health departments to better develop a workforce aimed at conducting evidence-based control cancer. Methods A two-phased competency development process was conducted that systematically obtained input from practitioners in health departments and trainers in academe and community agencies (n = 60). Results Among the 26 competencies developed, 10 were rated at the beginner level, 12 were intermediate, and 4 were advanced. Community-level input competencies were seen as beginner level, whereas policy-related competencies were rated as advanced. Conclusion While adaptation to various audiences is needed, these competencies provide a foundation on which to build practitioner-focused training programs. PMID:19526405

  10. 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…

  11. 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)

  12. 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…

  13. [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…

  14. 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…

  15. 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

  16. Improving global health education: development of a Global Health Competency Model.

    PubMed

    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; Rodriguez Lopez, Mario Henry; Nasca, Philip; Shortell, Stephen; Spencer, Harrison C

    2014-03-01

    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

  17. 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

  18. Cognitive training in academically deficient ADDH boys receiving stimulant medication.

    PubMed

    Abikoff, H; Ganeles, D; Reiter, G; Blum, C; Foley, C; Klein, R G

    1988-08-01

    This study evaluated the effectiveness of a 16-week intensive cognitive training program in stimulant-treated, academically deficient ADDH boys. Cognitive training focused exclusively on academic skills and tasks, and included attack strategy training as well as self-monitoring and self-reinforcement of problem-solving behaviors and response accuracy. Control groups included remedial tutoring plus medication, and medication alone. Despite the scope of the program, the results provided no support for the notion that academically based cognitive training ameliorates the performance and achievement of academically deficient ADDH youngsters. Further, this intervention did not enhance self-esteem or attributional perceptions of academic functioning. There was poor agreement between teacher ratings of academic competence and test score changes. The lack of concordance between measures, and the scarcity of academically deficient ADDH children are discussed. PMID:3221031

  19. Program evaluation of nursing school instruction in measuring students' perceived competence to empathetically communicate with patients.

    PubMed

    McMillan, Libba R; Shannon, David

    2011-01-01

    The purpose of this survey study was to examine the relationship between senior baccalaureate nursing students' perceptions of their nursing program effectiveness in teaching them to empathetically communicate with patients and family members and perceived competence in empathetic communication. Nursing program components and students' perceived competence were divided into five areas: academic exposure to patient care situations, curricular emphasis during the nursing program, perceived program effectiveness, academic sources, and perceived competence. Outcomes of the regression analysis showed that the primary factors related to perceived competence were academic exposure, curricular emphasis, and program effectiveness. Data from this study reinforce the need for greater attention to be focused on clinical instruction, maximization of faculty input and feedback, and reinforcement of theoretical tenets that are taught academically. PMID:21834375

  20. 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…

  1. Prevalence and Patterns of Academic Enabling Behaviors: An Analysis of Teachers' and Students' Ratings for a National Sample of Students. Research Brief

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; DiPerna, James Clyde; Mroch, Andrew A.; Lang, Sylvia C.

    2004-01-01

    Academic enabling behaviors play a significant role in the development of academically competent students. Academic enablers are behaviors that facilitate learning such as social skills, study skills, motivation, and engagement. In this study, teacher and student ratings were used to describe the academic enablers of a nationally representative…

  2. Contingencies of self-worth, academic failure, and goal pursuit.

    PubMed

    Park, Lora E; Crocker, Jennifer; Kiefer, Amy K

    2007-11-01

    Two studies examine the effects of failure on explicit and implicit self-esteem, affect, and self-presentation goals as a function of people's trait self-esteem and academic contingency of self-worth. Study 1 shows that participants with low self-esteem (LSE) who receive failure feedback experience lower state self-esteem, less positive affect, and less desire to be perceived as competent the more they base self-worth on academics. In contrast, participants with high self-esteem (HSE) who strongly base self-worth on academics show a slight boost in state self-esteem and desire to be perceived as competent following failure. Study 2 shows that following failure, academically contingent LSE participants downplay the importance of appearing competent to others and associate themselves with failure on an implicit level. Taken together, these findings suggest that academically contingent HSE people show resilience following failure, whereas academically contingent LSE people experience negative outcomes and disengage from the pursuit of competence self-presentation goals. PMID:17933747

  3. [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

  4. 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. PMID:26421232

  5. Academic Productivity as Perceived by Malaysian Academics

    ERIC Educational Resources Information Center

    Hassan, Aminuddin; Tymms, Peter; Ismail, Habsah

    2008-01-01

    The purpose of this research is to explore the perspectives of Malaysian academics in relation to academic productivity and some factors affecting it. A large scale online questionnaire was used to gather information from six public universities. The most productive role in the eyes of the academics was found to be teaching, with research and…

  6. Competence and ability.

    PubMed

    Vogelstein, Eric

    2014-06-01

    It is nearly universally thought that the kind of decision-making competence that gives one a strong prima facie right to make one's own medical decisions essentially involves having an ability (or abilities) of some sort, or having a certain level or degree of ability (or abilities). When put under philosophical scrutiny, however, this kind of theory does not hold up. I will argue that being competent does not essentially involve abilities, and I will propose and defend a theory of decision-making competence according to which one is competent only if one possesses a certain kind of rationality in making treatment decisions. PMID:22845798

  7. 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…

  8. 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…

  9. Identification of Workplace Skills and Competencies Essential for Marketing Occupations.

    ERIC Educational Resources Information Center

    Ruhland, Sheila K.

    A study examined the types of academic skills and workplace competencies that will be needed by persons employed in marketing occupations in the future. Three rounds of a Delphi questionnaire were mailed to 23 persons who were recommended by secondary and postsecondary marketing teachers in Missouri as having expertise in marketing occupations. In…

  10. 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…

  11. Competencies for a Leadership Role in Educational Development

    ERIC Educational Resources Information Center

    Verbeke, Kristi J.

    2014-01-01

    Because the field of educational development (also known as faculty development, academic development, and staff development) is relatively new, very little is known about the competencies required for those who work in the field. Additionally, there are no formal pathways or means of formal preparation for educational developers. This study…

  12. 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…

  13. Factors Influencing Undergraduates' Self-Evaluation of Numerical Competence

    ERIC Educational Resources Information Center

    Tariq, Vicki N.; Durrani, Naureen

    2012-01-01

    This empirical study explores factors influencing undergraduates' self-evaluation of their numerical competence, using data from an online survey completed by 566 undergraduates from a diversity of academic disciplines, across all four faculties at a post-1992 UK university. Analysis of the data, which included correlation and multiple regression…

  14. 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…

  15. Competing Explanations of Class Size Reduction Effects: The California Case.

    ERIC Educational Resources Information Center

    Mitchell, Douglas E.; Mitchell, Ross E.

    Competing explanations of class size reduction effects on student academic achievement were tested using student, teacher, and school data collected from nearly 700 classrooms in over 70 schools during the first 3 years of implementation of California's (K-3) Class Size Reduction Program. Five major hypotheses were tested: (1) overall impact of…

  16. Perceived Competence and Autonomy as Moderators of the Effects of Achievement Goal Orientations

    ERIC Educational Resources Information Center

    Cho, YoonJung; Weinstein, Claire Ellen; Wicker, Frank

    2011-01-01

    The primary purpose of this study was to investigate the roles of two moderators--perceived competence and perceived autonomy--in the relationships of achievement goal orientations with a broad range of learning-related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. Assessment Practices at Spanish Universities: From a Learning to a Competencies Approach

    ERIC Educational Resources Information Center

    Ion, Georgeta; Cano, Elena

    2011-01-01

    This research examines the practices used in assessing students' competencies in the European Higher Education Area. The main objective is to describe the current situation in the Spanish universities, concentrating upon the following questions: what are the most common assessment practices used by academics; how do university academics evaluate…

  6. 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…

  7. 77 FR 63424 - Announcement of Competition Under the America COMPETES Reauthorization Act of 2011: Veterans...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-16

    ... AFFAIRS Announcement of Competition Under the America COMPETES Reauthorization Act of 2011: Veterans... million Veterans through a network of health care facilities owned and staffed by VA, academic medical... be located at a different hospital, in different VISN or at an external academic affiliate...

  8. Educational Standards, Accountability, and Student Assessment: Legal and Administrative Considerations for Competency Testing.

    ERIC Educational Resources Information Center

    Hoegl, Juergen K.

    Minimal competency testing of students can be an effective tool for improving educational quality if applied appropriately with adequate safeguards. The failure of academic standards through grade inflation, a policy of social promotion rather than academic promotion, and weak curricula has reduced public confidence in education and encouraged…

  9. 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…

  10. 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…

  11. 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

  12. 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…

  13. Competencies in Ornamental Horticulture

    ERIC Educational Resources Information Center

    Loewen, Curtis E.

    1974-01-01

    Based on the author's dissertation, this article pertains to the identification of competencies for ornamental horticulture workers in Oregon. Findings were based on interviews with 56 ornamental horticulture business employers regarding 100 competencies. The method used can serve as a model for obtaining occupational information to develop and…

  14. 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…

  15. ICT Competences: Algorithmic Thinking

    ERIC Educational Resources Information Center

    Zsakó, László; Szlávi, Péter

    2012-01-01

    A lot has been said about what to teach in ICT in primary and secondary education. There are serious discussions even debates about it. Much less has been said about why ICT should be taught. [1] Competences are related actions and tasks done by people (somebody is competent in a certain field if they are able to solve common tasks related to that…

  16. 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…

  17. Core Competence and Education.

    ERIC Educational Resources Information Center

    Holmes, Gary; Hooper, Nick

    2000-01-01

    Outlines the concept of core competence and applies it to postcompulsory education in the United Kingdom. Adopts an educational perspective that suggests accreditation as the core competence of universities. This economic approach suggests that the market trend toward lifetime learning might best be met by institutions developing a core competence…

  18. 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…

  19. 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.…

  20. Minimum Competency Testing. Update.

    ERIC Educational Resources Information Center

    Beard, Jacob G.

    During the last decade many school systems began to define minimum levels of competency for their students and to construct tests to measure whether students had achieved these minimums. Many states have passed laws which require high school students to pass minimum competency tests in order to graduate. This digest overviews four areas of…

  1. 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…

  2. 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…

  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. Adult Vocational Teacher Competencies.

    ERIC Educational Resources Information Center

    Hole, F. Marvin

    As part of a larger study to investigate the backgrounds and professional inservice needs of part-time adult vocational teachers in Pennsylvania, research was conducted to identify and assess adult vocational teacher competencies. Following a literature review, a survey instrument was devised which listed thirty-four competencies (basically…

  5. Competencies for Gerontological Counseling.

    ERIC Educational Resources Information Center

    Myers, Jane E.; Schwiebert, Valerie L.

    Gerontological counseling as a counseling specialty spans only 20 years. This text incorporates into its framework the 16 Minimum Essential Competencies of gerontological counseling that have been developed over the past two decades. These competencies focus on the knowledge and skills required to be an effective counselor for older persons and…

  6. 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…

  7. An Annotated Bibliography on Competencies.

    ERIC Educational Resources Information Center

    Paulson, Karen

    2001-01-01

    Surveys the published literature and Internet-based resources on competencies, and presents resources in five sections: general introduction to competencies in postsecondary education, competencies for entry into postsecondary education, competencies within postsecondary education, competencies for exit from postsecondary education, and…

  8. Air Force academic medicine: a climate survey.

    PubMed

    Jones, Woodson S; Yun, Heather C

    2011-12-01

    Air Force (AF) Medical Service leadership considers education, training, and research as key priorities. However, AF academic physicians' perceptions about the academic environment and challenges to success are not well described. AF faculty physicians were surveyed in autumn 2009. One hundred seventy-two responded and rated the academic environment as needing improvement (median Likert-like score 2 [interquartile range 1] on 1-5 scale). The impact of stepping away from an academically oriented career path for other executive positions was rated negatively (median Likert-like score 2, interquartile range 1). Concerns included loss of clinical skills, career disruption, and the challenge of returning to and/or competing for positions within the academic pathway. New policies limiting deployment of Program Directors and/or key teaching faculty were viewed favorably. Most physicians (59%) completing this survey expressed concerns about the AF academic environment and identified numerous challenges. Information from this survey can guide future initiatives to enhance leadership's goals. PMID:22338353

  9. 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

  10. A snapshot of cultural competency education in US dental schools.

    PubMed

    Rowland, Michael L; Bean, Canise Y; Casamassimo, Paul S

    2006-09-01

    During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web-based thirty-question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty-six U.S. dental schools, followed up by subsequent email messages. Thirty-four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty-eight; 82 percent) did not have a specific stand-alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two-thirds of schools indicated that their impression of students' acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty-three of the thirty-four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students. PMID:16954420

  11. 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…

  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. Developing Cognitive-Social-Emotional Competencies to Enhance Academic Learning

    ERIC Educational Resources Information Center

    Linares, L. Oriana; Rosbruch, Nicole; Stern, Marcia B.; Edwards, Martha E.; Walker, Gillian; Abikoff, Howard B.; Alvir, Jose Ma. J.

    2005-01-01

    This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving,…

  14. 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…

  15. 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

  16. Compassion Competence in Nurses.

    PubMed

    Lee, Youngjin; Seomun, GyeongAe

    2016-01-01

    The purpose of study was to identify the attributes of the concept of compassion competence for nurses. A hybrid model was used to develop the concept, which included fieldwork performed. The concept of compassion competence was found to possess 3 dimensions: (a) acquisition of a wealth of knowledge; (b) development of skills of emotional communication, sensitivity, insight, and self-regulation; and (c) development of attitudes of respect and empathy, and maintenance of occupational distance. Compassion competence could be useful for developing ways to enhance the knowledge, skills, and attitudes required for nurses to provide compassionate care in various nursing practices. PMID:27149235

  17. "Academic" CME and the social contract.

    PubMed

    Davis, D; Parboosingh, J

    1993-05-01

    The term academic continuing medical education (CME) is defined and explored from the perspective of forces that have made its usage necessary. These forces include the new understandings of the place, impact, and scope of CME, and, in particular, the increasing entrepreneurial interests in the field, unrelated to the improvement of physicians' competence or performance, or to health care outcomes. In addition to principles of CME provision promulgated by the Accreditation Council of CME, and those of ethical CME providers, academic CME implies the critical appraisal of the providers' activities, the creation of new knowledge about how physicians learn and change, and the dissemination of information based on such knowledge. Finally, the nature of academic CME providers is discussed, and the potential role of CME in fostering the social contract between the medical professional and society is explored. PMID:8484835

  18. 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

  19. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

    PubMed Central

    Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

    2010-01-01

    The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

  20. 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

  1. 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

  2. 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.

  3. Physician Assistant Genomic Competencies.

    PubMed

    Goldgar, Constance; Michaud, Ed; Park, Nguyen; Jenkins, Jean

    2016-09-01

    Genomic discoveries are increasingly being applied to the clinical care of patients. All physician assistants (PAs) need to acquire competency in genomics to provide the best possible care for patients within the scope of their practice. In this article, we present an updated version of PA genomic competencies and learning outcomes in a framework that is consistent with the current medical education guidelines and the collaborative nature of PAs in interprofessional health care teams. PMID:27490287

  4. 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).…

  5. 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…

  6. 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…

  7. Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years

    ERIC Educational Resources Information Center

    Masten, Ann S.; Roisman, Glenn I.; Long, Jeffrey D.; Burt, Keith B.; Obradovic, Jelena; Riley, Jennifer R.; Boelcke-Stennes, Kristen; Tellegen, Auke

    2005-01-01

    A developmental cascade model linking competence and symptoms was tested in a study of a normative, urban school sample of 205 children (initially 8 to 12 years old). Internalizing and externalizing symptoms and academic competence were assessed by multiple methods at the study outset and after 7, 10, and 20 years. A series of nested cascade…

  8. 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…

  9. 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,…

  10. Incorporating Undergraduate Advising in Teaching Information Literacy: Case Study for Academic Librarians as Advisors

    ERIC Educational Resources Information Center

    Young, Courtney L.

    2008-01-01

    The National Academic Advising Association (NACADA) Council for the Advancement of Standards (CAS) provides program guidelines for student learning and development outcomes. These recommended academic advising guidelines parallel those of the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards For Higher…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance during Early Adolescence

    ERIC Educational Resources Information Center

    Bouchey, Heather A.; Harter, Susan

    2005-01-01

    The authors tested a model of the relations among adolescents' perceptions of parents', teachers', and classmates' support for, valuing of, and beliefs about their competence in math/science; adolescents' own academic self-perceptions concerning math/science; and their academic performance. The sample included 378 middle school students; 65% were…

  19. 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…

  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. 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,…

  2. Strategies for developing competency models.

    PubMed

    Marrelli, Anne F; Tondora, Janis; Hoge, Michael A

    2005-01-01

    There is an emerging trend within healthcare to introduce competency-based approaches in the training, assessment, and development of the workforce. The trend is evident in various disciplines and specialty areas within the field of behavioral health. This article is designed to inform those efforts by presenting a step-by-step process for developing a competency model. An introductory overview of competencies, competency models, and the legal implications of competency development is followed by a description of the seven steps involved in creating a competency model for a specific function, role, or position. This modeling process is drawn from advanced work on competencies in business and industry. PMID:16082796

  3. 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…

  4. 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…

  5. 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…

  6. Development of an interprofessional competency model for healthcare leadership.

    PubMed

    Calhoun, Judith G; Dollett, Lorayne; Sinioris, Marie E; Wainio, Joyce Anne; Butler, Peter W; Griffith, John R; Warden, Gail L

    2008-01-01

    During the past decade, there has been a growing interest in competency-based performance systems for enhancing both individual and organizational performance in health professions education and the varied healthcare industry sectors. In 2003, the Institute of Medicine's report Health Professions Education: A Bridge to Quality called for a core set of competencies across the professions to ultimately improve the quality of healthcare in the United States. This article reviews the processes and outcomes associated with the development of the Health Leadership Competency Model (HLCM), an evidence-based and behaviorally focused approach for evaluating leadership skills across the professions, including health management, medicine, and nursing, and across career stages. The HLCM was developed from extensive academic research and widespread application outside healthcare. Early development included behavioral event interviewing, psychometric analysis, and cross-industry sector benchmarking. Application to healthcare was supported by additional literature review, practice analysis, expert panel inputs, and pilot-testing surveys. The model addresses three overarching domains subsuming 26 behavioral and technical competencies. Each competency is composed of prescriptive behavioral indicators, or levels, for development and assessment as individuals progress through their careers from entry-level to mid-level and advanced stages of lifelong development. The model supports identification of opportunities for leadership improvement in both academic and practice settings. PMID:19070333

  7. Module Cluster: TTP-003.00 (GSC) Modifying Academic Behavior.

    ERIC Educational Resources Information Center

    Brent, George

    The purpose of this module cluster is to enable students to demonstrate that they can plan for changes in the academic behavior of their elementary school pupils and then change the behavior. The cluster is intended for use after the completion of normal college entrance competencies, liberal arts requirements, practicum experience, methods…

  8. 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…

  9. 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…

  10. 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…

  11. 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,…

  12. Monterey Learning Systems: Improving Academic Achievement of Visually Impaired Learners

    ERIC Educational Resources Information Center

    Daugherty, Kathryn M.

    1977-01-01

    Tested was the premise that the academic competencies of visually impaired learners could be enhanced by training procedures that combine auditory and visual skills in a project using the Monterey Learning Systems Reading and Mathematics Programs with 29 visually impaired print readers. (Author/MH)

  13. The Work of Management Academics: An English Language Perspective

    ERIC Educational Resources Information Center

    Tietze, Susanne

    2008-01-01

    This paper investigates the influence of the English language on the work of management academics. They are seen as knowledge workers in the context of business and management, who have to be able to use the English language in such ways to pursue successfully and competently the main purpose of their work--the generation, dissemination and…

  14. 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…

  15. 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,…

  16. Academic Help-Seeking and Peer Relations in School.

    ERIC Educational Resources Information Center

    Nelson-Le Gall, Sharon; Glor-Scheib, Susan

    This study investigated the relationship between peer relations and help-seeking behavior. Seventy-four subjects, predominately black boys and girls, were drawn from the third and fifth grades. A roster-rating sociometric scale was used to obtain measures of children's perceived academic competence, desirability as a helper, and friendship status…

  17. 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…

  18. Preparing culturally competent practitioners.

    PubMed

    St Clair, A; McKenry, L

    1999-05-01

    Preparing culturally competent practitioners is critical, and evaluating the effect of experiences intended to move students toward cultural competence is important. This research study explored the relationship among short-term international nursing clinical immersion experiences, cultural self-efficacy, and cultural competence. A triangulated research design was used to explore the relationship among the variables with 200 senior undergraduate and graduate nursing students from a university in New England. Quantitative analysis found statistically significant differences in the achievement of cultural self-efficacy for the participants who completed the international clinical experiences versus those who remained in the United States. Qualitative analysis, used to further explain the quantitative results, found that the differences were related to international students' ability to overcome their ethnocentrism, experience a transformative perspective about being culturally aware and sensitive, as well as understand and integrate the patients' cultural practices and beliefs into the students' Western health care practices. It became apparent that something other than cultural self-efficacy had occurred for participants in the international immersion experiences. The students believed they had entered the arena of cultural competence. Short-term clinical cultural immersion experiences have relevance for assisting faculty to move nursing students toward an understanding and achievement of cultural competence in ways currently not possible with nonimmersion community cultural experiences. PMID:10438097

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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

  5. 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…

  6. 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…

  7. Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects

    ERIC Educational Resources Information Center

    Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

  8. Key Competencies. Second Edition.

    ERIC Educational Resources Information Center

    Haworth, David; Browne, Geoff

    Key competencies (or generic skills) have been specified in four sources: Further Education Unit (FEU), United Kingdom (1987); Finn Report (1991) and Mayer Committee (1992), Australia; U.S. Labor Secretary's Commission on Achieving Necessary Skills (SCANS) (June 1991); and Butterworth and Lovell (1983), New South Wales. A comparison of the four…

  9. 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…

  10. Competencies of Student Leadership.

    ERIC Educational Resources Information Center

    Breeze-Mead, Alison

    1991-01-01

    Competent student leaders' actions derive from personal values, beliefs, skills, and goals. Leaders need to know themselves well and act consistently with regard to their value systems to earn followers' trust. Kennesaw State College (Georgia) combines the components and stages of student leadership in a framework for developing leadership…

  11. 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,…

  12. Competencies for Articulation: Electronics.

    ERIC Educational Resources Information Center

    Southeast Community Coll., Lincoln, NE.

    Designed to help articulate vocational education student progress from one level of training to another and to employment, this electronics education guide lists competencies for soldering; performing basic operations with test equipment; servicing basic logic circuits; servicing DC power supplies; servicing solid state amplifiers; and servicing…

  13. A Question of Competence.

    ERIC Educational Resources Information Center

    Chandler, Harry N.

    1982-01-01

    The author addresses the concern that many learning handicapped students are being denied diplomas because of minimum competency testing (MCT). The beginnings of the MCT trend are traced, faults with MCT are pointed out, and legal aspects of MCT are considered. (SW)

  14. Assessment Mathematics Teacher's Competencies

    ERIC Educational Resources Information Center

    Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.

    2007-01-01

    This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…

  15. Adult educators' core competences

    NASA Astrophysics Data System (ADS)

    Wahlgren, Bjarne

    2016-05-01

    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.

  16. Adult Competency Education Resources.

    ERIC Educational Resources Information Center

    Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Adult Education.

    A compilation of brief descriptions of 20 current resources for Adult Performance Level (APL) and Adult Competency Education (ACE) programs, this guide was developed for adult and secondary education administrators, teachers, and program developers who are beginning or are already involved with APL/ACE programs. Each citation contains information…

  17. Adult Competency Education Profile.

    ERIC Educational Resources Information Center

    Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Adult Education.

    A compilation of abstracts of 120 current Adult Performance Level (APL) and Adult Competency Education (ACE) federally supported projects being conducted in 34 States and the District of Columbia, this project profile was developed for adult and secondary education administrators, teachers, and program developers who are beginning or are currently…

  18. 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…

  19. 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…

  20. Assessing Culturally Competent Scholarship.

    ERIC Educational Resources Information Center

    Mendias, Elnora P.; Guevara, Edilma B.

    2001-01-01

    Eight criteria for culturally competent scholarship (contextuality, relevance, communication styles, awareness of identity and power differences, disclosure, reciprocation, empowerment, time) were applied to an international education/research nursing program. Appropriate measures for each were developed and ways to improve the program were…

  1. 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…

  2. Instruction for Political Competence.

    ERIC Educational Resources Information Center

    Patrick, John J.

    The development process of an alternative to high school government courses included the elaboration of a two-semester course called Comparing Political Experiences. The discussion of a competency-based approach to instruction and learning used in this course specifies, in diagram and in theoretical terms, three phases in achieving political…

  3. 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…

  4. Check your cultural competence.

    PubMed

    Taylor, R

    1998-08-01

    Intrapersonal reactions such as ethnocentrism, prejudice, anxiety, stereotyping, and our comfort zone with the familiar can influence our interactions with culturally diverse people. Here, we explore these stumbling blocks, the dynamics behind these reactions, and strategies nurse managers can employ to enhance their cultural competence. PMID:9807388

  5. 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…

  6. 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…

  7. 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.

  8. Core Competencies. SPEC Kit.

    ERIC Educational Resources Information Center

    McNeil, Beth, Comp.

    2002-01-01

    This SPEC (Systems and Procedures Exchange Center) Kit presents the results of a survey of Association of Research Libraries (ARL) member libraries designed to investigate the status of core competencies (i.e., the skills, knowledge, abilities, and attributes that employees across an organization are expected to have to contribute successfully…

  9. 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…

  10. A concept analysis of competence and its transition in nursing.

    PubMed

    Garside, Joanne R; Nhemachena, Jean Z Z

    2013-05-01

    Competence is one of the most commonly used words in nursing internationally, yet is a nebulous concept defined in diverse ways by different healthcare practitioners. The slippery nature of the concept often exists purely in the eye of the beholder however, the universal principles are deeply rooted in the measurement of the Registered Nurse's (RN) ability to perform effectively. Competence is a simpler thing to define when recognising where it does not exist in the form of incompetence. The aim of this paper is to present finding from a concept analysis that explored various facets of competence, particularly how it has been interpreted, applied and transformed over the years within nurse education in the United Kingdom. The analysis utilised a systematic review of contemporary evidence base based on theory construction by Walker and Avant (2005), a primary concern being to understand the underpinning conceptual principles that define the concept of competence and competency development and how these may be used to inform our understandings. The analysis identified how influential academics and professional bodies have attempted to provide definitions and concluded that it may be the existence of so many of these definitions, which has compounded the conundrum of what competence really is. PMID:22257583

  11. 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,…

  12. 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.

  13. Competency-Based Accounting Instruction

    ERIC Educational Resources Information Center

    Graham, John E.

    1977-01-01

    Shows how the proposed model (an individualized competency based learning system) can be used effectively to produce a course in accounting principles which adapts to different entering competencies and to different rates and styles of learning. (TA)

  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. 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

  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. 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,…

  19. Social Competence: A Developmental Approach.

    ERIC Educational Resources Information Center

    Jakob, Susan G.; Dickerscheid, Jean D.

    This paper presents a developmental study of social competence in preschool children which examines the relationship of motor competence, egocentrism and demographic characteristics to the development of social competence. Tests of motor skills and role taking ability were administered individually to 54 preschool children ranging in age from 3…

  20. 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)

  1. Masonry. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for masonry occupations. The list contains units (with and without subunits), competencies, and competency builders that…

  2. 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…

  3. 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…

  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. Accounting. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for accounting occupations. The list contains units (with and without subunits), competencies, and competency builders that…

  6. Entrepreneurship. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for entrepreneurship. The list contains units (with and without subunits), competencies, and competency builders that…

  7. Adult Functional Competency: A Summary.

    ERIC Educational Resources Information Center

    Texas Univ., Austin. Div. of Extension.

    The Adult Performance Level (APL) project summary specifies the competencies which are functional to economic and educational success in society and describes devices developed for assessing those competencies. The APL theory of functional competency identifies adult needs in general knowledge areas (consumer economics, occupational knowledge,…

  8. 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…

  9. 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…

  10. 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…

  11. 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

  12. FIRST robots compete

    NASA Technical Reports Server (NTRS)

    2000-01-01

    FIRST teams and their robots work to go through the right motions at the FIRST competition. Students from all over the country are at the KSC Visitor Complex for the FIRST (For Inspiration and Recognition of Science and Technology) Southeast Regional competition March 9-11 in the Rocket Garden. Teams of high school students are testing the limits of their imagination using robots they have designed, with the support of business and engineering professionals and corporate sponsors, to compete in a technological battle against other schools' robots. Of the 30 high school teams competing, 16 are Florida teams co-sponsored by NASA and KSC contractors. Local high schools participating are Astronaut, Bayside, Cocoa Beach, Eau Gallie, Melbourne, Melbourne Central Catholic, Palm Bay, Rockledge, Satellite, and Titusville.

  13. 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

  14. 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.

  15. 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

  16. 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

  17. 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…

  18. 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…

  19. The Academic Experience.

    ERIC Educational Resources Information Center

    Chickering, Arthur W.

    This report shows the results of a questionnaire on academic experiences, administered to students at four different colleges. Included in the term "academic experiences" are such factors as mental activities in class and in studying for class, the role of the teacher, motivation for studying, feelings about courses, and patterns of work. Two main…

  20. 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…

  1. Patterns of Academic Procrastination.

    ERIC Educational Resources Information Center

    Day, Victor; Mensink, David; O'Sullivan, Michael

    2000-01-01

    Uses the Academic Procrastination Questionnaire to measure procrastination and six possible patterns underlying it among undergraduate students. Finds that the most common patterns for clients involved Evaluation Anxiety or being Discouraged/Depressed, or Dependent. Supports individualized assessment and solutions for academic procrastination. (SC)

  2. 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,…

  3. 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…

  4. Academic Libraries in Iran

    ERIC Educational Resources Information Center

    Deale, H. Vail

    1973-01-01

    Iranian librarianship is in the embryonic stages of development, especially with respect to modern and functional academic libraries. In three major areas--personnel, resources, and physical facilities--the academic libraries are deficient compared with Western standards. (16 references) (Author)

  5. Understanding Academic Misconduct

    ERIC Educational Resources Information Center

    Hughes, Julia M. Christensen; McCabe, Donald L.

    2006-01-01

    Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some…

  6. 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…

  7. Gender and Academic Integrity.

    ERIC Educational Resources Information Center

    Hendershott, Anne; Drinan, Patrick F.; Cross, Megan

    1999-01-01

    Investigates the academic integrity climate of a mid-sized, comprehensive, private university. Seeks to assess gender differences in motivations surrounding cheating behaviors among 532 undergraduate students. Findings indicate that while both males and females are reluctant to report instances of academic dishonesty that they witness, there…

  8. Academic and Vocational Integration.

    ERIC Educational Resources Information Center

    Villeneuve, Phyllis, Ed.

    1996-01-01

    This manual describes pilot projects designed to explore and support academic vocational integration. In conjunction with the Washington State Board for Community and Technical Colleges, FACTC (Faculty Association of Community and Technical Colleges) sponsored an array of pilot projects during the fall of 1995. Vocational and academic faculty from…

  9. 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.

  10. 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…

  11. Reconceptualizing Academic Support

    ERIC Educational Resources Information Center

    Vantine, Laura

    2016-01-01

    Over the past 30 years, more and more independent schools have established academic support programs and learning centers to address their students' individual learning needs. Perhaps not surprisingly, as the number of students being evaluated has increased, even more families have requested academic accommodations and services for their children.…

  12. 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…

  13. 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…

  14. Recalibrating Academic Bias

    ERIC Educational Resources Information Center

    Yancey, George

    2012-01-01

    Whether political and/or religious academic bias exists is a question with important ramifications for the educational institutions. Those arguing for the presence of such bias contend that political conservatives and the highly religious in academia are marginalized and face discrimination. The question of academic bias tends to be cast in a…

  15. 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. PMID:25681279

  16. Prioritizing Academic Programs and Services: Reallocating Resources To Achieve Strategic Balance. Jossey-Bass Higher and Adult Education Series .

    ERIC Educational Resources Information Center

    Dickeson, Robert C.

    This book offers a conceptual framework and a set of processes for clarifying institutional purpose and setting academic priorities that builds on the author's experience as a university president, and engages the academic community in choosing among competing demands for financial and physical resources. Chapter 1 makes the case for academic…

  17. 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.…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Surgical Simulation and Competency.

    PubMed

    Kim-Fine, Shunaha; Brennand, Erin A

    2016-09-01

    Simulation in surgical training is playing an increasingly important role as postgraduate medical education programs navigate an environment of increasing costs of education, increased attention on patient safety, and new duty hour restrictions. In obstetrics and gynecology, simulation has been used to teach many procedures; however, it lacks a standardized curriculum. Several different simulators exist for teaching various routes and aspects of hysterectomy. This article describes how a formal framework of increasing levels of competencies can be applied to simulation in teaching the procedure of hysterectomy. PMID:27521885

  4. 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

  5. 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…

  6. 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…

  7. [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

  8. 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

  9. The Roles of Metadiscourse, Speech Acts & the Language of Abstraction in a Top-Down Approach to Teaching English for Academic Purposes (or: "Never Mind What He's Saying, What's He Doing?").

    ERIC Educational Resources Information Center

    Bruce, Nigel J.

    Instruction in English for academic purposes can be enhanced by an approach using metadiscourse, or an awareness of the operations of discourse. Student competence in this area would improve the ability to appreciate the strategies of academic writers, describe the arguments of others, and write academic essays, particularly introductions. In…

  10. Juvenile Competency to Stand Trial.

    PubMed

    Stepanyan, Sofia T; Sidhu, Shawn S; Bath, Eraka

    2016-01-01

    Competency to stand trial is interpreted as a protected due process right for all defendants and is defined as a defendant's fundamental knowledge and understanding of the criminal charges being filed, roles and procedures within the courtroom, and a general ability to work with the defense counsel. Questions of competency are most often raised by the judge, defense, or the prosecution, and competency evaluations are most often completed by psychiatrists or psychologists with forensic training or work experience. Mental illness, intellectual disability, developmental disorders, and developmental immaturity are the 4 main factors considered in most juvenile competency evaluations. PMID:26593118

  11. Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

    PubMed Central

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2013-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

  12. [The relationship between autonomous motivation and academic adjustment in junior high school students].

    PubMed

    Nishimura, Takuma; Sakurai, Shigeo

    2013-10-01

    This study investigated the relationship between autonomous motivation and academic adjustment based on the perspective of self-determination theory. It also examined motivational profiles to reveal individual differences and the characteristic of these profiles for groups with varying levels of autonomous and controlled regulation (autonomous, controlled, high motivation, and low motivation). Data were collected from 442 junior high school students for academic motivation, academic performance, academic competence, meta-cognitive strategy, academic anxiety, apathy, and stress experience. Correlation analyses generally supported the basic hypothesis of self-determination theory that a more autonomous regulation style was strongly related to academic adjustment. The results also showed that persons with a high autonomous regulation and a low controlled regulation style were the most adaptive. PMID:24205739

  13. Academics explore humidity's benefits.

    PubMed

    Mortimer, Dave

    2008-11-01

    The effects of humidification on hospital superbugs are being explored by some of the UK's top academics, in what Dave Mortimer, national sales manager for Vapac Humidity Control, explains are the UK's first such studies. PMID:19044148

  14. Resources for Academic Advising.

    ERIC Educational Resources Information Center

    Gordon, Virginia N.

    1995-01-01

    A variety of resources available to assist college faculty in academic advising tasks are listed, including books, professional journals, annotated bibliographies, reports, monographs, conferences, and organizations. Some items are annotated. Addresses are provided for organizations. (MSE)

  15. 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. PMID:27306968

  16. Academic Bankruptcy by Design.

    ERIC Educational Resources Information Center

    Browne, Arthur D.

    1986-01-01

    The advantages and requirements for offering a second chance to students who have failed, by forgiving a poor academic record, are discussed and supported by findings from a survey of institutions and the results of several experimental programs. (MSE)

  17. 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

  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. 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…

  20. 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…