A Comparative Study of the Perceptions of Accounting Educators and Accountants on Skills Required of Accounting Education Graduates in Automated Offices

ERIC Educational Resources Information Center

Nwokike, Felicia Ogonnia; Eya, Gloria Mgboyibo

2015-01-01

The study dealt with perception of accounting educators and senior accountants on skills required of accounting education graduates for effective job performance in automated offices. The study adopted a descriptive research design.The population consisted of 149 respondents, made up of 80 accounting educators in public tertiary institutions and…

Trends in Accounting Education: Decreasing Accounting Anxiety and Promoting New Methods

ERIC Educational Resources Information Center

Buckhaults, Jessica; Fisher, Diane

2011-01-01

In this paper, authors (a) identified accounting anxiety for the educator and the student as a possible explanation for the decline in accounting education and (b) investigated new methods for teaching accounting at the secondary and postsecondary levels that will increase interest in accounting education as well as decrease educator and student…

A Framework of Best Practice of Continuing Professional Development for the Accounting Profession

ERIC Educational Resources Information Center

De Lange, Paul; Jackling, Beverley; Basioudis, Ilias G.

2013-01-01

The International Accounting Education Standards Board (IAESB) places a strong emphasis on individual professionals taking responsibility for their Continuing Professional Development (CPD). On the other hand, the roles performed by professional accountants have evolved out of practical necessity to "best" suit the diverse needs of…

Accountability in American Higher Education. Education Policy

ERIC Educational Resources Information Center

Carey, Kevin, Ed.; Schneider, Mark, Ed.

2010-01-01

Three years after U.S. Secretary of Education Margaret Spelling's national commission on higher education, and nearly a decade after No Child Left Behind revolutionized k-12 accountability, there is little agreement on what accountability in higher education should look like. While more students are enrolling in (and failing to complete)…

Innovative Public Engagement Practices and Partnerships: Lifting Stakeholder Voices in Education Accountability Policy

ERIC Educational Resources Information Center

Wills, Monica; Brewer, Curtis; Knoeppel, Robert; Witte, James; Pargas, Roy; Lindle, Jane Clark

2010-01-01

In 2008, due to increasing stakeholder dissatisfaction with assessment results and school report cards, South Carolina revised its 1998 Educational Accountability Act and required public engagement with stakeholders including parents/guardians, educators, business and community leaders, and taxpayers. The legislation created partnerships between…

To Be Accountable in Neoliberal Times: An Exploration of Educational Policy in Ecuador

ERIC Educational Resources Information Center

Aviles, Enma Campozano; Simons, Maarten

2013-01-01

The ascendancy of neoliberal modes of governing has caused a shift in accountability practices in the public sector, including in the field of education. This shift can be observed in the accountability regimes introduced into education systems around the world. They reflect a strong focus on quality assurance/control and efficiency in order for…

The Global Challenge for Accounting Education

ERIC Educational Resources Information Center

Helliar, Christine

2013-01-01

Accounting and education are both global phenomena, and there is thus an argument that accounting education should be consistent and comparable across the globe. However, accounting, and accounting education are all socially constructed and globally they have been influenced by their historical, social, economic, political and cultural contexts.…

Management and Accounting in English Higher Education Influenced by Environmental and Academia-Specific Factors

ERIC Educational Resources Information Center

von Alberti-Alhtaybat, Larissa; Al-Htaybat, Khaldoon; Hutaibat, Khaled

2012-01-01

This article originates from a longitudinal study of management and accounting practices in the English higher education sector. The processes of strategic management and strategic management accounting in several English higher education institutions were investigated, from planning to assessment, and their meaning to members of staff. The study…

Combining accounting approaches to practice valuation.

PubMed

Schwartzben, D; Finkler, S A

1998-06-01

Healthcare organizations that wish to acquire physician or ambulatory care practices can choose from a variety of practice valuation approaches. Basic accounting methods assess the value of a physician practice on the basis of a historical, balance-sheet description of tangible assets. Yet these methods alone are inadequate to determine the true financial value of a practice. By using a combination of accounting approaches to practice valuation that consider factors such as fair market value, opportunity cost, and discounted cash flow over a defined time period, organizations can more accurately assess a practice's actual value.

Action Learning in Postgraduate Executive Management Education: An Account of Practice

ERIC Educational Resources Information Center

Ruane, Meadbh

2016-01-01

The merits of action learning as a change tool and enabler of deep learning are well recognised. However, there is a gap in the literature of participants' stories regarding their experiences on accredited postgraduate executive programmes underpinned by an action learning philosophy. The following account of practice addresses this gap and…

14 CFR Sec. 2-5 - Revenue and accounting practices.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Revenue and accounting practices. Sec. 2-5... General Accounting Provisions Sec. 2-5 Revenue and accounting practices. (a) Revenue accounting practices... physically verify the reliability of its passenger revenue accounting practice at least once each accounting...

Harnessing Facebook for Student Engagement in Accounting Education: Guiding Principles for Accounting Students and Educators

ERIC Educational Resources Information Center

Stone, Gerard; Fiedler, Brenton Andrew; Kandunias, Chris

2014-01-01

This paper proposes principles to guide accounting students' and accounting educators' use of Facebook as an educational resource to engage students with their learning. A body of cross-disciplinary research has investigated potential applications of Facebook to invigorate student engagement. Generic guidelines for educators who are contemplating…

How Data Use for Accountability Undermines Equitable Science Education

ERIC Educational Resources Information Center

Braaten, Melissa; Bradford, Chris; Kirchgasler, Kathryn L.; Barocas, Sadie Fox

2017-01-01

Purpose: When school leaders advance strategic plans focused on improving educational equity through data-driven decision making, how do policies-as-practiced unfold in the daily work of science teachers? The paper aims to discuss this issue. Design/methodology/approach: This ethnographic study examines how data-centric accountability and…

A Critique of Two Studies Considering the Continuing Professional Education of Accountants.

ERIC Educational Resources Information Center

Holt, Margaret; And Others

1992-01-01

Synthesis of 2 studies--1 of 429 accountant participants in continuing education (CE) and 1 of CE accounting courses taught by practitioners and academics--found that (1) academicians were rated slightly higher than practitioners and (2) assessments of learning indicate proficiency rather than competence in practice. (SK)

Education and Training of Accountants in Sub-Saharan Anglophone Africa. World Bank Technical Paper Number 305. Africa Technical Department Series.

ERIC Educational Resources Information Center

Johnson, Sonia R.

This paper describes the accounting profession, and the education and training of accountants and accounting technicians in Sub-Saharan Anglophone Africa. The report reviews professional accounting examinations and degrees, education, practical training, and continuing professional education. The paper highlights the weaknesses in accounting…

Employers' Perceptions of Online Accounting Education

ERIC Educational Resources Information Center

Tabatabaei, Manouchehr; Solomon, Alison; Strickland, Emily; Metrejean, Eddie

2014-01-01

The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education.…

Critical Pedagogy and Learning to Dialogue: Towards Reflexive Practice for Financial Management and Accounting Education

ERIC Educational Resources Information Center

Armitage, Andrew

2011-01-01

Mainstream accounting historians study accounting in terms of its progressive development of instrumental techniques and practices, this being counterpoised to critical accounting that sees the world as socially constructed, and intrinsically linked to organisational, social and political contexts. This is exemplified by the notion of the…

Practice First: Flipped Training for Gallery Educators

ERIC Educational Resources Information Center

Palamara, Andrew

2017-01-01

In recent years, museum educators have urgently explored more dynamic ways to train gallery educators, paid or volunteer, that account for different types of learning styles and teaching practices. This article demonstrates how utilizing a flipped learning model, with online webinars as the basic instructional content, can foster individual and…

48 CFR 9903.302-1 - Cost accounting practice.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., or measurement of cost. (a) Measurement of cost, as used in this part, encompasses accounting methods... practice. Examples of cost accounting practices which involve measurement of costs are— (1) The use of... 48 Federal Acquisition Regulations System 7 2010-10-01 2010-10-01 false Cost accounting practice...

Social accountability and nursing education in South Africa.

PubMed

Armstrong, Susan J; Rispel, Laetitia C

2015-01-01

There is global emphasis on transforming health workforce education in support of universal health coverage. This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants' perspectives on nursing education in South Africa. Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis. South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia. Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection.

Social accountability and nursing education in South Africa

PubMed Central

Armstrong, Susan J.; Rispel, Laetitia C.

2015-01-01

Background There is global emphasis on transforming health workforce education in support of universal health coverage. Objective This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants’ perspectives on nursing education in South Africa. Methods Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis. Results South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia. Conclusion Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection. PMID:25971402

Transforming educational accountability in medical ethics and humanities education toward professionalism.

PubMed

Doukas, David J; Kirch, Darrell G; Brigham, Timothy P; Barzansky, Barbara M; Wear, Stephen; Carrese, Joseph A; Fins, Joseph J; Lederer, Susan E

2015-06-01

Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.

Reclaiming Accountability in Teacher Education

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Carney, Molly Cummings; Keefe, Elizabeth Stringer; Burton, Stephani; Chang, Wen-Chia; Fernández, M. Beatriz; Miller, Andrew F.; Sánchez, Juan Gabriel; Baker, Megina

2018-01-01

Teacher accountability has been a major strategy for "fixing" education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes…

Cost Impact Assessment of Cost Accounting Practice Changes.

DTIC Science & Technology

1980-09-01

7A0-A092 434 NAVAL POSTGRADUATE SCHOOL MONTEREY CA F/0 5/1 COST IMPACT ASSESSMENT OF COST ACCOUNTING PRACTICE CHANGES.(UlNL S EP 80 J S ANDERSONUN CL...MNGER 4. TITLE (mod Su&CEI* I. Tyss[ of REPORT & 11.1110 Coyenea Cost Impact Assessment of Cost Accounting Master’ s Thesis; September Practice Chages...thesis represents the results of research on cost impact assessment of cost accounting practice changes to Cost Accounting Standards-covered contracts. The

Accounting Education in Crisis

ERIC Educational Resources Information Center

Turner, Karen F.; Reed, Ronald O.; Greiman, Janel

2011-01-01

Almost on a daily basis new accounting rules and laws are put into use, creating information that must be known and learned by the accounting faculty and then introduced to and understood by the accounting student. Even with the 150 hours of education now required for CPA licensure, it is impossible to teach and learn all there is to learn. Over…

Accountability in Education: A Recurring Concept.

ERIC Educational Resources Information Center

Riley, Bob E.

Based on the belief that the popularity of accountability periodically waxes and wanes in education, this article outlines a bit of the history of the concept and defines and explains educational accountability. The author traces the roots of accountability back to the 1858 Newcastle report, the first comprehensive survey of English elementary…

Ranking Accounting Authors and Departments in Accounting Education: Different Methodologies--Significantly Different Results

ERIC Educational Resources Information Center

Bernardi, Richard A.; Zamojcin, Kimberly A.; Delande, Taylor L.

2016-01-01

This research tests whether Holderness Jr., D. K., Myers, N., Summers, S. L., & Wood, D. A. [(2014). "Accounting education research: Ranking institutions and individual scholars." "Issues in Accounting Education," 29(1), 87-115] accounting-education rankings are sensitive to a change in the set of journals used. It provides…

Social Accountable Medical Education: A concept analysis.

PubMed

Abdolmaleki, Mohammadreza; Yazdani, Shahram; Momeni, Sedigheh; Momtazmanesh, Nader

2017-07-01

Considering the pervasiveness of social accountable medical education concept around the world and the growing trend of literature in this regard as well as various interpretations made about this concept, we found it necessary to analyze the concept of social accountable medical education. In this study, the modified version of McKenna's approach to concept analysis was used to determine the concept, explain structures and substructures and determine the border concepts neighboring and against social accountability in medical education. By studying the selected sources,the components of the concept were obtained to identify it and express an analytic definition of social accountability in medical education system. Then, a model case with all attributes of the given concept and the contrary and related concepts were mentioned to determine the boundary between the main concept and auxiliary ones. According to the results of this study in the field of social accountability, the detailed and transparent analytical definition of social accountable medical education can be used in future studies as well as the function and evaluation of medical education system.

Failing Tests: Commentary on "Adapting Educational Measurement to the Demands of Test-Based Accountability"

ERIC Educational Resources Information Center

Thissen, David

2015-01-01

In "Adapting Educational Measurement to the Demands of Test-Based Accountability" Koretz takes the time-honored engineering approach to educational measurement, identifying specific problems with current practice and proposing minimal modifications of the system to alleviate those problems. In response to that article, David Thissen…

Leaders Learning from Leaders as an Emergent Action Learning Strategy Type of Paper: Account of Practice

ERIC Educational Resources Information Center

Mullen, Carol A.; Rodríguez, Mariela A.; Allen, Tawannah G.

2015-01-01

This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators' experiences, agency, and expertise. Mature organizations can be…

Social Accountable Medical Education: A concept analysis

PubMed Central

ABDOLMALEKI, MOHAMMADREZA; YAZDANI, SHAHRAM; MOMENI, SEDIGHEH; MOMTAZMANESH, NADER

2017-01-01

Introduction: Considering the pervasiveness of social accountable medical education concept around the world and the growing trend of literature in this regard as well as various interpretations made about this concept, we found it necessary to analyze the concept of social accountable medical education. Methods: In this study, the modified version of McKenna’s approach to concept analysis was used to determine the concept, explain structures and substructures and determine the border concepts neighboring and against social accountability in medical education. Results: By studying the selected sources,the components of the concept were obtained to identify it and express an analytic definition of social accountability in medical education system. Then, a model case with all attributes of the given concept and the contrary and related concepts were mentioned to determine the boundary between the main concept and auxiliary ones. Conclusion: According to the results of this study in the field of social accountability, the detailed and transparent analytical definition of social accountable medical education can be used in future studies as well as the function and evaluation of medical education system. PMID:28761884

Quality Street: Encountering Higher Education's Accountabilities

ERIC Educational Resources Information Center

Leihy, Peodair; Salazar, José Miguel

2017-01-01

This article offers a new approach to quality, focusing on the dimensions that gather around it. The mismatched goals of controlling and improving higher education continue to trouble the conceptual clarity of accountability. Quality in higher education emerges as something agreed upon (to varying efficacy) through accountability measures, rather…

The Impact of Accounting Education Research

ERIC Educational Resources Information Center

Sangster, Alan; Fogarty, Tim; Stoner, Greg; Marriott, Neil

2015-01-01

This paper presents an exploratory study into the nature and patterns of usage of accounting education research. The study adopts the most accessible metric, "Google Advanced Scholar" citations, to analyse the impact of research published in the six principal English-language accounting education journals. The analysis reveals a global…

Educational Accountability in a Regulated Market

ERIC Educational Resources Information Center

Adams, Jacob E., Jr.; Hill, Paul T.

2006-01-01

Public debate about school choice is often polarized between those who favor and oppose total free markets in education. However, the serious intellectual work on choice focuses on more moderate alternatives that involve a mixture of public and private accountability. A regulated market model of educational accountability would mix government…

Assessment Practices in Undergraduate Accounting Programs

ERIC Educational Resources Information Center

Lusher, Anna L.

2010-01-01

This study examined accounting program assessment plans at 102 colleges and universities in the United States. The research focused on identifying assessment practices in undergraduate accounting programs by examining the skills and competencies assessed and determining the methods of assessment used. The study also investigated what course and/or…

The accountability of clinical education: its definition and assessment.

PubMed

Murray, E; Gruppen, L; Catton, P; Hays, R; Woolliscroft, J O

2000-10-01

Medical education is not exempt from increasing societal expectations of accountability. Competition for financial resources requires medical educators to demonstrate cost-effective educational practice; health care practitioners, the products of medical education programmes, must meet increasing standards of professionalism; the culture of evidence-based medicine demands an evaluation of the effect educational programmes have on health care and service delivery. Educators cannot demonstrate that graduates possess the required attributes, or that their programmes have the desired impact on health care without appropriate assessment tools and measures of outcome. To determine to what extent currently available assessment approaches can measure potentially relevant medical education outcomes addressing practitioner performance, health care delivery and population health, in order to highlight areas in need of research and development. Illustrative publications about desirable professional behaviour were synthesized to obtain examples of required competencies and health outcomes. A MEDLINE search for available assessment tools and measures of health outcome was performed. There are extensive tools for assessing clinical skills and knowledge. Some work has been done on the use of professional judgement for assessing professional behaviours; scholarship; and multiprofessional team working; but much more is needed. Very little literature exists on assessing group attributes of professionals, such as clinical governance, evidence-based practice and workforce allocation, and even less on examining individual patient or population health indices. The challenge facing medical educators is to develop new tools, many of which will rely on professional judgement, for assessing these broader competencies and outcomes.

Inclusive Education in Romania: Policies and Practices in Post-Communist Romania

ERIC Educational Resources Information Center

Walker, Gabriela

2010-01-01

This paper discusses current inclusive education policies and practices in Romania. There are few accounts of and no systematic study published on this topic. The Romanian special educational policies began to evolve towards integration and inclusion. Today, Romanian special education functions according to democratic principles and Romanian…

A triangular approach to integrate research, education and practice in higher engineering education

NASA Astrophysics Data System (ADS)

Heikkinen, Eetu-Pekka; Jaako, Juha; Hiltunen, Jukka

2017-11-01

Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is proposed. The results from the application of TA, both at the course and programme level, indicate that the approach is suitable for developing engineering education. The student pass rate for courses where TA has been used has been higher than for previous approaches, and the student feedback has been very positive. Although TA aims to take both theoretical and practical aspects of engineering as well as research and education into account, the approach concentrates mainly on activities and therefore leaves the goals of these activities as well as the values behind these goals uncovered.

Kant's Account of Moral Education

ERIC Educational Resources Information Center

Giesinger, Johannes

2012-01-01

While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas…

Accounting practice diversity in the healthcare industry.

PubMed

Robbins, W A; Turpin, R

1993-05-01

A recent study examining accounting practices currently being used to prepare annual hospital financial statements indicates relatively little diversity, regardless of organizational type or size. The study's findings should interest those concerned with healthcare accounting and financial reporting issues, especially healthcare administrators and members of standards setting boards who participate in accounting policy deliberations.

Field Theory and Educational Practice: Bourdieu and the Pedagogic Qualities of Local Field Positions in Educational Contexts

ERIC Educational Resources Information Center

Ferrare, Joseph J.; Apple, Michael W.

2015-01-01

Bourdieu's version of field theory has had an impressive impact on the ways that sociologists of education conceptualize educational practices. These accounts tend to focus on the varying levels of ontological complicity established between students' cultural dispositions and educational institutions. In this paper, the wisdom of these…

Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice

ERIC Educational Resources Information Center

Castro-Villarreal, Felicia; Nichols, Sharon L.

2016-01-01

High-stakes testing accountability has wreaked havoc on America's public schools. Since the passage of NCLB in 2001, virtually every public school student has experienced the pressures of preparing for, practicing, and taking standardized state exams, the results of which have had significant consequences for their schools, teachers, and…

Privacy, Trainee Rights, and Accountability in Radiology Education.

PubMed

Pfeifer, Cory M

2017-06-01

Academic radiologists commonly hold multiple simultaneous roles within the landscape of physician training. This paper analyzes theoretical scenarios describing relationships between medical students, residents, and physician educators in radiology. The scenarios presented involve medical student supervision, radiology resident recruitment, and resident termination with respect to relevant ethical, regulatory, and legal considerations. Legal precedents and the medical social contract are addressed. The Family Educational Rights and Privacy Act defines a framework for the privacy practices of medical schools, but it does not confer individual rights. Resident physicians rarely win wrongful termination lawsuits. Physician educators are ethically bound to act in the best interest of society. Courts have ruled that medicine is intended to be a self-regulatory profession. Such a power requires that physicians remain accountable to the public while providing a fair learning environment for medical trainees. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Bilingual Education and Accountability: A Perceptual View.

ERIC Educational Resources Information Center

Hernandez-Domingues, Jose L.; Gertenbach, Donald

This paper discusses (1) The Current Definition of Bilingual Education, (2) The Origin of Accountability, (3) The Empirical and Rational View of Education, (4) Man Defines Himself or Is Defined, and (5) Who Is Accountable? A list of notes is included in the study. (SK)

Do Accredited Undergraduate Accounting Programmes in Australia Meet the Needs and Expectations of the Accounting Profession?

ERIC Educational Resources Information Center

Bayerlein, Leopold; Timpson, Mel

2017-01-01

Purpose: The purpose of this paper is to assess the overall alignment of undergraduate accounting degree programmes from all Certified Practicing Accountants Australia and Chartered Accountants Australia and New Zealand accredited higher education providers in Australia with the profession's minimum educational expectations (MEEs).…

Proceedings of the Conference on Educational Accountability.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ.

This Educational Testing Service conference provided an opportunity to clarify many of the issues and problems involved with educational accountability. Among these issues were assessment, evaluation, auditing, and performance contracting. The papers included in these proceedings are: The Means and Ends of Accountability (Terrel H. Bell); Issues…

Research Assessments and Rankings: Accounting for Accountability in "Higher Education Ltd"

ERIC Educational Resources Information Center

Singh, Geeta

2008-01-01

Over the past two decades, higher education in advanced capitalist societies has undergone a process of radical "reform". A key element of this reform has been the introduction of a number of accounting-based techniques in the pursuit of improved accountability and transparency. While the "old" accounting was to do with stewardship, the "new"…

12 CFR 19.194 - Eligibility of attorneys and accountants to practice.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 1 2011-01-01 2011-01-01 false Eligibility of attorneys and accountants to... Conduct § 19.194 Eligibility of attorneys and accountants to practice. (a) Attorneys. Any attorney who is... subpart may practice before the OCC. (b) Accountants. Any accountant who is qualified to practice as a...

12 CFR 19.194 - Eligibility of attorneys and accountants to practice.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 1 2012-01-01 2012-01-01 false Eligibility of attorneys and accountants to... Conduct § 19.194 Eligibility of attorneys and accountants to practice. (a) Attorneys. Any attorney who is... subpart may practice before the OCC. (b) Accountants. Any accountant who is qualified to practice as a...

12 CFR 19.194 - Eligibility of attorneys and accountants to practice.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 1 2013-01-01 2013-01-01 false Eligibility of attorneys and accountants to... Conduct § 19.194 Eligibility of attorneys and accountants to practice. (a) Attorneys. Any attorney who is... subpart may practice before the OCC. (b) Accountants. Any accountant who is qualified to practice as a...

12 CFR 19.194 - Eligibility of attorneys and accountants to practice.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 1 2014-01-01 2014-01-01 false Eligibility of attorneys and accountants to... Conduct § 19.194 Eligibility of attorneys and accountants to practice. (a) Attorneys. Any attorney who is... subpart may practice before the OCC. (b) Accountants. Any accountant who is qualified to practice as a...

Coteaching in physical education: a strategy for inclusive practice.

PubMed

Grenier, Michelle A

2011-04-01

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

Pandora's Box: Accountability and Performance Standards in Vocational Education.

ERIC Educational Resources Information Center

Hill, Paul T.; And Others

This report explores educational accountability in the United States, specifically accountability in vocational education. Section 1 provides a brief overview of the history of evaluation activity in federal educational programs and sets the major accountability, evaluation, and performance provisions of the 1990 Perkins legislation in that…

NCEO Framework for Educational Accountability.

ERIC Educational Resources Information Center

Ysseldyke, Jim; Krentz, Jane; Elliott, Judy; Thurlow, Martha; Erickson, Ronald; Moore, Michael

This report describes how the National Center on Educational Outcomes (NCEO) Framework for Educational Accountability, which specifies outcomes and indicators for six developmental levels (ages three and six, grades four, eight, and twelve, and post-school), can be used to implement parts of the National Association of State Directors of Special…

48 CFR 9905.506 - Cost accounting period-Educational institutions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 7 2010-10-01 2010-10-01 false Cost accounting period-Educational institutions. 9905.506 Section 9905.506 Federal Acquisition Regulations System COST ACCOUNTING... AND COST ACCOUNTING STANDARDS COST ACCOUNTING STANDARDS FOR EDUCATIONAL INSTITUTIONS 9905.506 Cost...

The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review.

PubMed

Perry, Christina; Henderson, Amanda; Grealish, Laurie

2018-06-01

To identify nurses' behaviours that promote student accountability for learning in clinical practice. Health care services are experiencing significant strain in meeting clinical education requirements of increasing numbers of nursing students enrolled in undergraduate nursing programs. Internationally, the transition to university based education for nurses has seen the emergence of issues for busy clinicians trying to manage increasing workloads with responsibility for student learning. An understanding of what types of supervisor behaviours promote student accountability for learning, may support clinicians to more effectively manage their dual roles of clinical care and student support. An integrative approach was adopted for this review. A search of the Cumulative Index of Nursing and Allied Health Literature, Pubmed, Scopus and Embase was undertaken, limited to articles published between 2000 and March 2017. Whittemore and Knafls' (2005) framework for conducting integrative reviews was used to ensure a methodological and rigorous approach. Nine studies were considered. Behaviours emerged in relation to four themes including: belongingness associated with a genuine partnership; empowerment and increasing student self-efficacy; trust linked to increasing and staged independence; and balancing clinical and educational requirements. Behaviours of nurses significantly influence students' accountability for learning and accordingly, their ability to be adequately prepared for professional nursing practice. Understanding behaviours that impact on students' approach to clinical placement can guide nurses in their approach to facilitating student learning, in particular, behaviours that increase student responsibility and independence over the continuum of clinical education. Copyright © 2018 Elsevier Ltd. All rights reserved.

Education in an Era of Accountability: Do You Have to Sacrifice Wise Practices?

ERIC Educational Resources Information Center

Flannery Quinn, Suzanne M.; Ethridge, Elizabeth A.

2006-01-01

This research explores the history, philosophies and practices of an "A rated" public charter school (serving infants through 8th grade) in Florida. Participants are the professional educators who were involved in the founding of the school in 1999. Findings are based on semi-structured interviews probing the details of the history of…

Interdisciplinary Teaching in Elementary Schools: Educating English Language Learner (ELL) Students with Multidimensional Practices

ERIC Educational Resources Information Center

Rodriguez-Valls, Fernando

2012-01-01

School accountability has funnelled educational practices into a path where teaching practices are heavily centred in Language Arts instruction. Focusing learning almost exclusively in the aforesaid area develops a one-dimensional process that could hold back certain students from a well-balanced education. This article presents a model of…

Cost accounting helps ensure group practice profitability.

PubMed

Conrad, K A; Nagle, C B; Wunar, R J

1996-11-01

Physician practice managers are faced with the challenge of developing overall practice budgets, identifying strategies for the practice, and negotiating profitable managed care contracts. To accomplish these objectives, they need to understand and manage the costs associated with practice operations. Practices that have used cost accounting methodologies to identify their operational costs in greater detail and have developed methods to effectively manage their costs are likely to be more attractive partners to health plans and better positioned to thrive under managed care.

U.S. Accounting Education: Misalignment with the Needs of Small and Medium Companies

ERIC Educational Resources Information Center

Burke, Megan M.; Gandolfi, William R.

2014-01-01

This study looks to answer the question, "Does the current accounting educational system in the United States focus too heavily on the requirements of large (and SEC registered) companies at the expense of small companies and individuals who comprise the primary clientele of most practicing CPAs?" This investigation surveys CPAs…

Self-Monitoring Assessments for Educational Accountability Systems

ERIC Educational Resources Information Center

Koretz, Daniel; Beguin, Anton

2010-01-01

Test-based accountability is now the cornerstone of U.S. education policy, and it is becoming more important in many other nations as well. Educators sometimes respond to test-based accountability in ways that produce score inflation. In the past, score inflation has usually been evaluated by comparing trends in scores on a high-stakes test to…

A Genealogical Analysis of Peter Arnold's Conceptual Account of Meaning in Movement, Sport and Physical Education

ERIC Educational Resources Information Center

Stolz, Steven A.; Thorburn, Malcolm

2017-01-01

We write as critical theorists who share an interest in how conceptions of physical education are taken forward in policy and practice. In this respect, we are particularly intrigued by Peter Arnold's conceptual account of meaning in movement, sport and physical education, and the subsequent ways in which his ideas have informed national…

Professional Competence and Continuing Professional Development in Accounting: Professional Practice vs. Non-Practice

ERIC Educational Resources Information Center

Murphy, Brid

2017-01-01

In 2004, the International Federation of Accountants introduced International Education Standard 7 (IES 7), requiring all member professional accounting bodies to adopt mandatory continuing professional development (CPD) schemes. IES 7 places responsibility on individual accounting practitioners to maintain, develop and certify appropriate…

Educational Accountability and Policy Feedback

ERIC Educational Resources Information Center

McDonnell, Lorraine M.

2013-01-01

Over the past 30 years, accountability policies have become more prominent in public K-12 education and have changed how teaching and learning are organized. It is less clear the extent to which these policies have altered the politics of education. This article begins to address that question through the lens of policy feedback. It identifies…

Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators

PubMed Central

Peer, Kimberly S.; McClendon, Ronald C.

2002-01-01

Objective: To discuss cognitive and sociocultural learning theory literature related to athletic training instructional and evaluation strategies while providing support for the application of these practices in the didactic and clinical components of athletic training education programs. Data Sources: We searched Educational Resources Information Center (ERIC) and Education Abstracts from 1975–2001 using the key words social cognitive, sociocultural learning theory, constructivism, and athletic training education. Current literature in the fields of educational psychology and athletic training education provides the foundation for applying theory to practice with specific emphasis on the theoretic framework and application of sociocultural learning theory strategies in athletic training education. Data Synthesis: Athletic training educators must have a strong fundamental knowledge of learning theory and a commitment to incorporate theory into educational practice. We integrate literature from both fields to generate practical strategies for using sociocultural learning theory in athletic training education. Conclusions/Recommendations: Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and goal-oriented environment with the student at the center of the educational process. Although a shift exists in athletic training education toward more active instructional strategies with the implementation of competency-based education, many educational environments are still dominated by traditional didactic instructional methods promoting student passivity. As athletic training education programs strive to increase accountability, educators in the field must critically analyze teaching and evaluation methods and integrate new material to ensure that learning is maximized. PMID:12937534

Should Reformers Support Education Savings Accounts?

ERIC Educational Resources Information Center

Ladner, Matthew; Smith, Nelson

2016-01-01

In this article, "Education Next" talks with Matthew Ladner and Nelson Smith on the topic of Education Savings Accounts (ESAs). ESAs apply the logic of school choice to the ever-expanding realm of education offerings. Rather than simply empowering families to select the school of their choice, ESAs provide families with most or all of…

48 CFR 9903.302-2 - Change to a cost accounting practice.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Disclosure Statement, except for the following: (a) The initial adoption of a cost accounting practice for... accounting practice. 9903.302-2 Section 9903.302-2 Federal Acquisition Regulations System COST ACCOUNTING... AND COST ACCOUNTING STANDARDS CONTRACT COVERAGE CAS Rules and Regulations 9903.302-2 Change to a cost...

A taxonomy of accountable care organizations for policy and practice.

PubMed

Shortell, Stephen M; Wu, Frances M; Lewis, Valerie A; Colla, Carrie H; Fisher, Elliott S

2014-12-01

To develop an exploratory taxonomy of Accountable Care Organizations (ACOs) to describe and understand early ACO development and to provide a basis for technical assistance and future evaluation of performance. Data from the National Survey of Accountable Care Organizations, fielded between October 2012 and May 2013, of 173 Medicare, Medicaid, and commercial payer ACOs. Drawing on resource dependence and institutional theory, we develop measures of eight attributes of ACOs such as size, scope of services offered, and the use of performance accountability mechanisms. Data are analyzed using a two-step cluster analysis approach that accounts for both continuous and categorical data. We identified a reliable and internally valid three-cluster solution: larger, integrated systems that offer a broad scope of services and frequently include one or more postacute facilities; smaller, physician-led practices, centered in primary care, and that possess a relatively high degree of physician performance management; and moderately sized, joint hospital-physician and coalition-led groups that offer a moderately broad scope of services with some involvement of postacute facilities. ACOs can be characterized into three distinct clusters. The taxonomy provides a framework for assessing performance, for targeting technical assistance, and for diagnosing potential antitrust violations. © Health Research and Educational Trust.

Advances in Accounting Education: Teaching and Curriculum Innovations, Volume 2.

ERIC Educational Resources Information Center

Schwartz, Bill N., Ed.; Ketz, Edward, Ed.

This book, published annually, contains a collection of 12 refereed, academic research papers devoted to accounting education. Papers are: (1) "The Dual Role of Critical Thinking in Accounting Education" (Mohamed E. Bayou and Alan Reinstein); (2) "Fostering Critical Thinking in Accounting Education: Implications of Analytical…

Cost Accounting, Business Education: 7709.41.

ERIC Educational Resources Information Center

Carino, Mariano G.

Cost accounting principles and procedures provide students with sufficient background to apply cost accounting factors to service and manufacturing businesses. Overhead, materials, goods in process, and finished goods are emphasized. Students complete a practice set in the course, which has guidelines, performance objectives, learning activities…

Gender Inequality and Disabled Inclusivity in Accounting Higher Education and the Accounting Profession during Financial Crises

ERIC Educational Resources Information Center

Lodh, Suman; Nandy, Monomita

2017-01-01

In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget…

Accounting guidelines for HMOs: issues and practices.

PubMed

Ingram, R W; Robbins, W A

1987-03-01

HMOs are fast becoming an important part of the healthcare industry today. Unfortunately, specific accounting guidelines have not yet been established for them. This concern has led the AICPA to describe and offer recommendations concerning preferred accounting techniques for HMOs. This article looks at the issues raised by the AICPA and how current HMO financial officers feel about the practices that are recommended. It is suggested that the organization, taxability, and other attributes of an HMO must be clearly understood before strict accounting guidelines are imposed.

Continuing Professional Education for Licensed Accountants in Tennessee

ERIC Educational Resources Information Center

Lucas, Brian J.

2017-01-01

Accounting is a professional occupation that is continually evolving and requires a dedication to continuing education to meet the legal demands of new regulations and to maintain professional competency. Continuing Professional Education (CPE) is required by state boards for certified public accountants (CPA) to meet these requirements and to…

Connecting Early American Values to the Current Practice of Adult Education

ERIC Educational Resources Information Center

Muetz, Kalpana Gupta; Frush, Kristi L.

2007-01-01

A historical account is presented of adult education practice by exploring the lives of a few prominent men and women from the 19 century often not associated with the formal adult education 19th movement. These include Elizabeth Cady Stanton and Henry David Thoreau. This article seeks to provide a historical context for the adult education…

Quality in Accounting Education: What Say the Academics?

ERIC Educational Resources Information Center

Watty, Kim

2005-01-01

Purpose: To provide a view of quality in accounting education from the perspective of a critical stakeholder group--academic accountants. The identification of this view adds to the growing discussions around quality, and how it is assured in higher education. Design/methodology/approach: Applying a framework for defining quality in higher…

Public Accountancy Handbook.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Office of the Professions.

A reference guide to laws, rules, and regulations that govern public accountancy practice in New York State is presented. In addition to identifying licensing requirements/procedures for certified public accountants, general provisions of Title VIII of the Education Law are covered, along with state management, professional misconduct, and…

Education(al) Research, Educational Policy-Making and Practice

ERIC Educational Resources Information Center

Clark, Charles

2011-01-01

Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing "educational research" which seeks directly to influence practice, and "education research" that has substantive value but no necessary practical application. The status of the science here is problematic. The positivist approach is…

Quality Assurance of Non-Local Accounting Programs Conducted in Hong Kong

ERIC Educational Resources Information Center

Cheng, Mei-Ai; Leung, Noel W.

2014-01-01

This study examines the current government policy and institutional practice on quality assurance of non-local accounting programs conducted in Hong Kong. Both international guidelines, national regulations and institutional frameworks in higher education and transnational higher education, and professional practice in accounting education are…

High-Stakes Testing in Education: Science and Practice in K-12 Settings

ERIC Educational Resources Information Center

Bovaird, James A., Ed.; Geisinger, Kurt F., Ed.; Buckendahl, Chad W., Ed.

2011-01-01

Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public…

Educational Context: Preparing Accounting Students to Identify Ethical Dilemmas

ERIC Educational Resources Information Center

Billiot, Mary Jo; Daniel, David; Glandon, Sid; Glandon, TerryAnn

2012-01-01

We examine the effect of different contexts in an educational process on measures of ethical sensitivity and levels of moral reasoning of accounting majors in the first Intermediate Accounting course. The educational process compared a context that centers on ethical issues with one that focuses on technical accounting issues. At the end of the…

Identifying Ethical Hypernorms for Accounting Educators

ERIC Educational Resources Information Center

Siegel, Philip H.; Mintz, Steven; Naser-Tavakolian, Mohsen; O'Shaughnessy, John

2012-01-01

Accounting educators have a unique role in academe because students learn about codes of ethics that will guide their actions as professionals. We identify hypernorms related to internal auditing educators that reflect unethical behaviors believed to be universally unacceptable by that community. We then compare the results to a prior survey of…

Accounting principles, reporting rules, and payment practices.

PubMed

Kovener, R R

1979-12-01

Misconceptions concerning the distinction between accounting principles, reporting rules, and payment practices and how they interrelate can lessen the effectiveness of hospital financial managers in these areas/clarification and recommendations are offered.

A Reflective Account of a Preservice Teacher's Effort to Implement a Progressive Curriculum in Field Practice

ERIC Educational Resources Information Center

Lam, Bick Har

2011-01-01

This essay presents a reflective account of a preservice teacher's experience in her fieldwork practice. The author, a professor in the preservice teacher's education institute, acted as a critical friend and joined in the reflection as an equal. Based on the voices of the preservice teacher and a group of primary teachers, this essay presents a…

48 CFR 30.603 - Changes to disclosed or established cost accounting practices.

Code of Federal Regulations, 2010 CFR

2010-10-01

... established cost accounting practices. 30.603 Section 30.603 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION GENERAL CONTRACTING REQUIREMENTS COST ACCOUNTING STANDARDS ADMINISTRATION CAS Administration 30.603 Changes to disclosed or established cost accounting practices. ...

48 CFR 30.603 - Changes to disclosed or established cost accounting practices.

Code of Federal Regulations, 2011 CFR

2011-10-01

... established cost accounting practices. 30.603 Section 30.603 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION GENERAL CONTRACTING REQUIREMENTS COST ACCOUNTING STANDARDS ADMINISTRATION CAS Administration 30.603 Changes to disclosed or established cost accounting practices. ...

Public Accountancy Handbook.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Office of the Professions.

The laws, rules and regulations of the State Education Department governing public accountancy practice in New York State are provided in this handbook. Licensure requirements are also described, and the forms for obtaining a license and first registration as a certified public accountant are provided. The booklet is divided into the following…

Reconceptualizing Environmental Education: Taking Account of Reality.

ERIC Educational Resources Information Center

Dillon, Justin; Teamey, Kelly

2002-01-01

Investigates the pros and cons of integrating environmental education into the school curriculum. Focusing solely on environmental education's role in the school curriculum ignores a range of factors that affect its efficacy in the majority of the world. Suggests a conceptualization of environmental education that takes into account a range of…

Every Kid a Winner: Accountability in Education.

ERIC Educational Resources Information Center

Lessinger, Leon M.

One of the originators of performance contracting explains how school districts can use that concept to attack difficult educational problems and meet the increasing demand that schools be held accountable for their educational product. The author argues that what he calls "educational engineering" will guarantee a basic level of achievement in…

Promoting Accountability and Enhancing Efficiency: Using National Education Accounts to Track Expenditure Flows

ERIC Educational Resources Information Center

Chawla, Deepika; Forbes, Phyllis

2010-01-01

Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack…

Education Accountability in the Era of No Child Left Behind: What Counts versus What Matters

ERIC Educational Resources Information Center

Thompson-Shriver, Mary M.

2009-01-01

Education policy is characterized by struggles over meanings of key concepts related to schooling, teaching, and learning, especially as these meanings affect practice. In this study, I examine the notion of "accountability" as a floating signifier, analyzing its usage by the proponents of the No Child Left Behind Act (2001) and…

Accountability of Tertiary Education at the National Level: A Chimera?

ERIC Educational Resources Information Center

Lindsay, Alan; O'Byrne, Garry

1979-01-01

The concept of accountability and its application to Australian higher education are discussed. It is suggested that due to political, financial, and educational characteristics of tertiary education at the national system level there are fundamental and insoluble problems associated with achieving accountability. (SF)

Teaching What Matters: A New Conception of Accounting Education

ERIC Educational Resources Information Center

Hurt, Bob

2007-01-01

Various accounting professional organizations, such as the American Institute of Certified Public Accountants and the Institute of Management Accountants, have issued repeated calls for change in accounting education. However, few groups have consulted accounting academics about the purpose, structure, or content of the accounting curriculum. In…

Issues in Putting Outcome-Based Education into Practice at the District Level: A Panel Discussion.

ERIC Educational Resources Information Center

Norton, Deborah

This conference presentation describes the AUEN (Addressing Unique Education Needs) system of assessing educational outcomes which is used by the Rochester (Michigan) Community Schools to help establish accountable and effective special education support programs and services. The AUEN provides an innovative and practical approach to assessment,…

CSI Accounting: A New Trend in Educational Training

ERIC Educational Resources Information Center

Ekmekjian, Elizabeth C.; Drucker, Alan; Klein, Hubert; Basile, Anthony

2008-01-01

Recently, members of the Christos M. Cotsakos College of Business, Department of Accounting and Law, have been approached by IRS and accounting practitioners concerning the addition of fraud and forensic accounting courses to the curriculum. This seems to be a new trend in expanding the education and training of accounting majors as evidenced by a…

48 CFR 52.230-5 - Cost Accounting Standards-Educational Institution.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 2 2010-10-01 2010-10-01 false Cost Accounting Standards... Clauses 52.230-5 Cost Accounting Standards—Educational Institution. As prescribed in 30.201-4(e), insert the following clause: Cost Accounting Standards—Educational Institution (OCT 2010) (a) Unless the...

Redesigning Accountability Systems for Education. CPRE Policy Briefs. RB-38

ERIC Educational Resources Information Center

Fuhrman, Susan H.

2003-01-01

To assist in the redesign of accountability systems, the Consortium for Policy Research in Education (CPRE) and the Center for Research on Evaluation, Student Standards, and Testing (CRESST) sought to assemble knowledge from new research on emerging accountability systems. A book, "Redesigning Accountability Systems for Education," edited by Susan…

Changes in Accounting Education Include Increased Use of Writing Tasks.

ERIC Educational Resources Information Center

McCleary, Bill

1997-01-01

The future of accounting education has already arrived at the Department of Accountancy at the University of Illinois-Champaign, United States' top accounting school. "Project Discovery" is a 5-year-old program that incorporates many current trends in educational innovation, such as writing across the curriculum, collaborative learning,…

Accountability and Innovation in Higher Education: A Disabling Tension?

ERIC Educational Resources Information Center

Findlow, Sally

2008-01-01

This article is an empirically grounded critical exploration of conflict between two associated higher education agendas--audit-driven accountability and academic innovation. Feeding into a discourse of quality, audit and power, it considers how far prevailing economic-bureaucratic models of higher education accountability might actually inhibit…

Governance, Autonomy and Accountability in Education.

ERIC Educational Resources Information Center

Glatter, Ron

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in the…

Social Justice in Australian Higher Education Policy: An Historical and Conceptual Account of Student Participation

ERIC Educational Resources Information Center

Gale, Trevor; Tranter, Deborah

2011-01-01

This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review.…

Deontological vs. Teleological Ethics--Some Remarks on the Impact of Ethics on Educational Practice.

ERIC Educational Resources Information Center

Ahrens, Jurgen

1989-01-01

Maintains that pedagogical practice must take into account the principles of moral philosophy. Claims that current pedagogical research on ethics is determined by the teleological and deontological paradigms associated with Aristotle and Kant respectively. Discusses these two paradigms and their relationship to educational practice. (RW)

Higher Education Accounting Manual. Utah Coordinating Council of Higher Education.

ERIC Educational Resources Information Center

Utah State Coordinating Council of Higher Education, Salt Lake City.

Recognition of a critical need for accurate and detailed information to refine the process of budgeting funds for higher education in Utah led to the preparation of this accounting manual for universities and colleges in the state. The manual presents guidelines for the uniform accounting and reporting of financial and statistical data, and is…

Using Collaboration for Curriculum Change in Accounting Higher Education

ERIC Educational Resources Information Center

Pickering, Beth Marie

2013-01-01

This qualitative, descriptive case study researched the collaborative curriculum development process in accounting higher education. This study was needed because accounting education, as a professional program, needs to be continually reviewed and updated in order to keep abreast of changes in the business field. This content is developed through…

The Role of the State Education Agency (SEA) in Influencing the Statewide Adoption of Computer-Based K12 Accountability Assessments

ERIC Educational Resources Information Center

Cano, Diana Wright

2017-01-01

State Education Agencies (SEAs) face challenges to the implementation of computer-based accountability assessments. The change in the accountability assessments from paper-based to computer-based demands action from the states to enable schools and districts to build their technical capacity, train the staff, provide practice opportunities to the…

Accounting for Veterans’ Educational Assistance Benefits

DTIC Science & Technology

1984-06-01

today’s accounting records. It represents a deferred compensation S earned for present employment. If this cost is omitted from financial statements...that would provide a quantitative basis from which to allocate earned educational benefits as a current employment cost . Pension S accounting ...September 1967, pp. 37-51. 32. Horngren , C.T., Cost Accounting : A Managerial Emphasis, Englewood Cliffs, NJ, Prentice-Hall, inc., 1972. 33. Matz, A

Educating Accountants in Corruption Pervasive Societies: A Focus on Nigeria

ERIC Educational Resources Information Center

Idialu, Jeremiah Uwaifo; Oghuma, Richard Iyere

2007-01-01

There has been widespread corruption in almost all societies and a general belief that without the involvement of Accountants, or if accountants carry out their duties effectively, there will be no corruption. Therefore this paper is designed to look at the current approach educating accountants in order to discover the educational arrangement put…

Exploring accountability of clinical ethics consultants: practice and training implications.

PubMed

Weise, Kathryn L; Daly, Barbara J

2014-01-01

Clinical ethics consultants represent a multidisciplinary group of scholars and practitioners with varied training backgrounds, who are integrated into a medical environment to assist in the provision of ethically supportable care. Little has been written about the degree to which such consultants are accountable for the patient care outcome of the advice given. We propose a model for examining degrees of internally motivated accountability that range from restricted to unbounded accountability, and support balanced accountability as a goal for practice. Finally, we explore implications of this model for training of clinical ethics consultants from diverse academic backgrounds, including those disciplines that do not have a formal code of ethics relating to clinical practice.

The Development of Educational Accountability in China and Denmark

ERIC Educational Resources Information Center

Rasmussen, Palle; Zou, Yihuan

2014-01-01

In recent decades, the concept of accountability has attracted more and more attention in public governance and management. The management of education is no exception. This article presents and discusses the evolution and current status of educational accountability in two different national contexts, China and Denmark. Two main sectors of…

Goal setting education and counseling practices of diabetes educators.

PubMed

Malemute, Charlene L; Shultz, Jill Armstrong; Ballejos, Miriam; Butkus, Sue; Early, Kathaleen Briggs

2011-01-01

The purpose of this study was to identify goal setting education practices used by diabetes educators working with type 2 diabetes patients. Data were collected by a mail questionnaire with 179 diabetes educators purposively selected from the 2008 American Association of Diabetes Educators membership listing. Many diabetes educators (52%) reported that more than 75% of their patients set goals for diabetes control. Independent factor patterns for the frequency of information collected from the patient for the first diabetes education session showed that educators either focused on patients' self-management practices (exercise and dietary practices, knowledge, and social impacts of diabetes) or issues with learning about self-management, such as understanding the patient's learning style and motivation for managing diabetes. Factor patterns overall showed diverse approaches to working with patients, including strategies used with patients struggling with dietary goals and the importance of tasks to complete during the first patient session. Although most educators reported practices that were largely patient centered as promoted by the American Diabetes Association (ADA) and models of chronic disease management, patterns of practice suggest that diabetes educators vary considerably in how they apply education practices, especially with dietary self-management education.

Ethical Decision-Making Accounting Competencies: Practitioners' Perspectives

ERIC Educational Resources Information Center

Meador, Gwendolyn Parrish

2017-01-01

Recent accounting and corporate scandals call into question the ethicality of accounting practice, likewise accounting graduates. Advances in ethical accounting education are not emphasized in today's business schools leaving accounting graduates lacking necessary ethical accounting competencies to make ethical accounting decisions (Abend, 2013;…

48 CFR 52.230-7 - Proposal Disclosure-Cost Accounting Practice Changes.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Provisions and Clauses 52.230-7 Proposal Disclosure—Cost Accounting Practice Changes. As prescribed in 30.201-3(c), insert the following provision: Proposal Disclosure—Cost Accounting Practice Changes (APR 2005... 48 Federal Acquisition Regulations System 2 2010-10-01 2010-10-01 false Proposal Disclosure-Cost...

An Accounting View of Management in Higher Education

ERIC Educational Resources Information Center

Sperry, John B.

1975-01-01

Presents a system based on fund accounting highlighting the accountability for resources that have been allocated and expended for the purpose specified but providing relevant cost data for effective educational management. (Author/PG)

Fraud Education for Accounting Students.

ERIC Educational Resources Information Center

Peterson, Bonita K.

2003-01-01

Reports that limited fraud education takes place in accounting due to a crowded curriculum and misunderstanding of the extent of fraud. Suggests ways to develop content on the topic and provides a list of teaching materials (textbooks, workbooks, trade books, case materials, videos, and reference materials). (Contains 16 references.) (SK)

Accountability Practices of Wisconsin Elementary School Counselors

ERIC Educational Resources Information Center

Brink, Marilyn C. H.

2013-01-01

The accountability movement in education and the development of the American School Counselor Association (ASCA) National Model encourages school counselors to evaluate the effectiveness of their school counseling program based on student achievement. This study surveyed Wisconsin elementary school counselors to determine their use of…

Teaching Business Ethics: A Quandary for Accounting Educators

ERIC Educational Resources Information Center

Frank, Gary; Ofobike, Emeka; Gradisher, Suzanne

2010-01-01

The authors discuss the pressures that accounting educators face in meeting expectations to include ethics in the accounting curriculum. Most schools still do not require discrete ethics courses for accounting students; ethics coverage is on a course-by-course basis. However, not all professors are equally comfortable or knowledgeable of models of…

Making Accountability Really Count

ERIC Educational Resources Information Center

Resnick, Lauren B.

2006-01-01

Standards-based education has now reached a stage where it is possible to evaluate its overall effectiveness. Several earlier papers in the special issue of "Educational Measurement: Issues and Practice" on "Test Scores and State Accountability" (Volume 24, Number 4) examined specific state policies and their effects on schools…

Time for action: key considerations for implementing social accountability in the education of health professionals.

PubMed

Ventres, William; Boelen, Charles; Haq, Cynthia

2017-09-12

Within health professional education around the world, there exists a growing awareness of the professional duty to be socially responsible, being attentive to the needs of all members of communities, regions, and nations, especially those who disproportionately suffer from the adverse influence of social determinants. However, much work still remains to progress beyond such good intentions. Moving from contemplation to action means embracing social accountability as a key guiding principle for change. Social accountability means that health institutions attend to improving the performance of individual practitioners and health systems by directing educational and practice interventions to promote the health of all the public and assessing the systemic effects of these interventions. In this Reflection, the authors (1) review the reasons why health professional schools and their governing bodies should codify, in both curricular and accreditation standards, norms of excellence in social accountability, (2) present four considerations crucial to successfully implementing this codification, and (3) discuss the challenges such changes might entail. The authors conclude by noting that in adopting socially accountable criteria, schools will need to expand their philosophical scope to recognize social accountability as a vitally important part of their institutional professional identity.

Aligning for accountable care: Strategic practices for change in accountable care organizations.

PubMed

Hilligoss, Brian; Song, Paula H; McAlearney, Ann Scheck

Alignment within accountable care organizations (ACOs) is crucial if these new entities are to achieve their lofty goals. However, the concept of alignment remains underexamined, and we know little about the work entailed in creating alignment. The aim of this study was to develop the concept of aligning by identifying and describing the strategic practices administrators use to align the structures, processes, and behaviors of their organizations and individual providers in pursuit of accountable care. We conducted 2-year qualitative case studies of four ACOs that have assumed full risk for the costs and quality of care for defined populations. Five strategic aligning practices were used by all four ACOs. Informing both aligns providers' understandings with the goals and value proposition of the ACO and aligns the providers' attention with the drivers of performance. Involving both aligns ACO leaders' understandings with the realities facing providers and aligns the policies of the ACO with the needs of providers. Enhancing both aligns the operations of individual provider practices with the operations of the ACO and aligns the trust of providers with the ACO. Motivating aligns what providers value with the goals of the ACO. Finally, evolving is a metapractice of learning and adapting that guides the execution of the other four practices. Our findings suggest that there are second-order cognitive (e.g., understandings and attention) and cultural (e.g., trust and values) levels of alignment, as well as a first-order operational level (organizational structures, processes, and incentives). A well-aligned organization may require ongoing repositioning at each of these levels, as well as attention to both cooperative and coordinative dimensions of alignment. Implications for research and practice are discussed.

Investigating the Relationship between School Level Accountability Practices and Science Achievement

ERIC Educational Resources Information Center

Gándara, Fernanda; Randall, Jennifer

2015-01-01

This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as…

Reducing accounts receivable through benchmarking and best practices identification.

PubMed

Berkey, T

1998-01-01

As HIM professionals look for ways to become more competitive and achieve the best results, the importance of discovering best practices becomes more apparent. Here's how one team used a benchmarking project to provide specific best practices that reduced accounts receivable days.

Impact of postgraduate education on advanced practice nurse activity - a national survey.

PubMed

Wilkinson, J; Carryer, J; Budge, C

2018-03-22

There is a wealth of international evidence concerning the contribution post-registration master's level education makes to advancing the discipline of nursing. There are approximately 277 nurse practitioners registered in NZ, but they account for only a small portion of nurses who have undertaken master's level education. The additional contribution these nurses make to the work environment through advanced practice activities has not, hitherto, been documented. To report the extent of advanced practice nurse activity associated with various levels of nursing education in a sample of nurses working in clinical practice in New Zealand. A replication of recent Australian research was done via a national cross-sectional survey of 3255 registered nurses and nurse practitioners in New Zealand using an online questionnaire to collect responses to the amended Advanced Practice Delineation survey tool. In addition, demographic data were collected including position titles and levels of postgraduate education. A positive association was found between postgraduate education at any level and more time spent in advanced practice activities. Independent of level of postgraduate education, the role a nurse holds also effects the extent of involvement in advanced practice activities. There is an additional contribution made to the work environment by nurses with master's level education which occurs even when they are not employed in an advanced practice role. These findings are of significance to workforce policy and planning across the globe as countries work to sustain health services by increasing nursing capacity effectively within available resources. © 2018 International Council of Nurses.

Theory in Educational Research and Practice in Teacher Education

ERIC Educational Resources Information Center

Higgs, Leonie G.

2013-01-01

A problem in education, that has long concerned philosophers of education, is the problem of the relationship between theory and practice in educational research and practice. Despite the fact that much has been written on the relationship between theory and practice in education, it would seem that teachers continue to cling to an image of theory…

Developing a cost accounting system for a physician group practice.

PubMed

Mays, J; Gordon, G

1996-10-01

Physicians in group practices must gain a competitive edge to survive in a healthcare environment in which cost efficiency has become critical to success. One tool that can help them is a cost accounting system that yields reliable, detailed data on the costs of delivering care. Such a system not only can enable physicians and group administrators to manage their operations more cost-effectively, but also can help them accurately assess the potential profitability of prospective managed care plans. An otolaryngology practice located in Mississippi provides a model for developing a cost accounting system that can be applied to physician group practices.

Accountability in district nursing practice: key concepts.

PubMed

Griffith, Richard

2015-03-01

Public trust and confidence in district nurses is essential to the nurse-patient relationship that underpins effective care and treatment. That trust and confidence has even greater focus for district nurses who care for patients in their own homes. Those patients need to be able to count on the professionalism and probity of their district nurses. The professionalism and probity of district nurses is based on their accountability, which protects the public by imposing standards on district nurses and holds them answerable for their acts and omissions. This is the first of a series of articles on accountability in district nursing practice to mark the introduction of the revised Nursing and Midwifery Code on the 31 March 2015. This month's article considers the key concepts of accountability.

48 CFR 30.604 - Processing changes to disclosed or established cost accounting practices.

Code of Federal Regulations, 2010 CFR

2010-10-01

... disclosed or established cost accounting practices. 30.604 Section 30.604 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION GENERAL CONTRACTING REQUIREMENTS COST ACCOUNTING STANDARDS ADMINISTRATION CAS Administration 30.604 Processing changes to disclosed or established cost accounting practices...

48 CFR 30.604 - Processing changes to disclosed or established cost accounting practices.

Code of Federal Regulations, 2011 CFR

2011-10-01

... disclosed or established cost accounting practices. 30.604 Section 30.604 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION GENERAL CONTRACTING REQUIREMENTS COST ACCOUNTING STANDARDS ADMINISTRATION CAS Administration 30.604 Processing changes to disclosed or established cost accounting practices...

The Way of the Future: Education Savings Accounts for Every American Family

ERIC Educational Resources Information Center

Ladner, Matthew

2012-01-01

Education savings accounts are the way of the future. Under such accounts--managed by parents with state supervision to ensure accountability--parents can use their children's education funding to choose among public and private schools, online education programs, certified private tutors, community colleges, and even universities. Education…

The Perceptions and Experiences of Students in a Paperless Accounting Class

ERIC Educational Resources Information Center

Teeter, Steve; Madsen, Susan R.; Hughes, Jason; Eagar, Brent

2007-01-01

Although financial accounting practices in business have capitalized on the use of technology, this technology has not been fully integrated in higher education for accounting students. While traditional accounting courses laboriously involve rote transcription of debits and credits, educational technology in accounting courses may prove…

The Nature and Significance of Listening Skills in Accounting Practice

ERIC Educational Resources Information Center

Stone, Gerard; Lightbody, Margaret

2012-01-01

While surveys of the employers of accountancy graduates highlight the significance of listening skills, relatively little is known about how such skills are utilised in accounting practice. The present study attempts to address the above lacuna by utilising the findings of in-depth interviews with Australian public accountants about the nature of…

Access to Gender-Sensitive Higher Education in Eastern and Central Europe: Reflections on the CEPES Project "Good Practice in Promoting Gender Equality in Higher Education"

ERIC Educational Resources Information Center

Grunberg, Laura

2005-01-01

Summarizing the incomplete results of the United Nations Educational and Scientific Organization (UNESCO) program "Good Practice in Promoting Gender Equality in Higher Education," the author asks that any assessment of the progress made in the area of gender-sensitive education take regional specificities into account. The regional…

Selected accounts receivable performance statistics for radiology practices: an analysis of the adjusted collection percentage and days charges in accounts receivable.

PubMed

Cergnul, John J; Russell, Philip J; Sunshine, Jonathan H

2005-12-01

To provide comparative data and analysis with respect to accounts receivable management performance criteria. Data from 3 sources were analyzed: the Radiology Business Management Association's (RBMA) 2003 Accounts Receivable Performance Survey; the RBMA's 2003 Accounts Receivable Survey; and Hogan and Sunshine's 2004 Radiology article "Financial Ratios in Diagnostic Radiology Practices: Variability and Trends," the data for which were drawn primarily from the ACR's 1999 Survey of Practices. The RBMA surveyed (via e-mail and postal mail) only its members, with response rates of 15% and 9%, respectively. The ACR's survey response rate was 66%, via postal mail, and was distributed without regard to the RBMA membership status of the practice manager or even whether the practice employed a practice manager. Comparison among the survey results provided information on trends. Median practice professional component adjusted collection percentage (ACP) deteriorated from 87.3% to 85.1% between the RBMA surveys. Practices limited to global fee billing faired much better when performing their billing in house, as opposed to using a billing service, with mean ACPs of 91.2% and 79.4%, respectively. Days charges in accounts receivable 2004 mean results for professional component billing and global fee billing were nearly identical at 56.11 and 55.54 days, respectively. The 2003 RBMA survey reported 63.74 days for professional component billing and 77.33 days for global fee billing. The improvement from 2003 to 2004 was highly significant for both professional component billing and global fee billing. The 2004 RBMA survey also reflected a rather dramatic improvement in days charges in accounts receivable compared with Hogan and Sunshine's results, which showed a mean of 69 days charges in accounts receivable. The conflicting trends between ACP performance and days charges in accounts receivable performance may be explained by the increasing sophistication of accounts receivable

The theory-practice gap and skill acquisition: an issue for nursing education.

PubMed

Scully, Natashia Josephine

2011-01-01

Matching textbook descriptions of clinical situations with the reality of practice is an ongoing problem faced by members of the nursing profession and is commonly referred to as the "theory-practice gap". This ubiquitous gap is inevitably encountered by all nurses at various times; yet it is widely agreed that it is student nurses--given their novice, rule governed status--who find themselves in the midst of the theory-practice void. This paper will discuss the nature of the theory-practice gap and skill acquisition, in relation to a personal experience of mine as an undergraduate nursing student, and its significance in relation to student anxiety levels, nurse education (specifically the roles of the classroom teacher and clinical educators), teaching methods and the responsibility of the student to become accountable for their own education. I intend to communicate how my personal situation was dealt with and evaluate that experience in relation to current nursing literature. Ultimately, this discussion will demonstrate the value of reflection underpinning the development of competency in nursing and its role in bridging the theory-practice gap.

Critical Teacher Education and the Politics of Teacher Accreditation: Are We Practicing What We Preach?

ERIC Educational Resources Information Center

Aronson, Brittany; Anderson, Ashlee

2013-01-01

With this article, we challenge the successful implementation of critical perspectives in an increasingly neoliberal and neoconservative educational climate. Although many teacher education programs challenge teachers to be critical and to empower students, current top-down accountability practices and policy mandates do not allow teachers the…

Engineering Accountability for Results into Public Education.

ERIC Educational Resources Information Center

Lessinger, Leon

"Accountability" is a classical term in management theory, but new in education. It is the product of the process of performance contracting, in which a public authority grants money to a local educational agency to contract with private enterprise to achieve specific goals within a specific period for specific costs. This process can be…

Accountability and Opportunity in Higher Education: The Civil Rights Dimension

ERIC Educational Resources Information Center

Orfield, Gary, Ed.; Hillman, Nicholas, Ed.

2018-01-01

In "Accountability and Opportunity in Higher Education," leading scholars address the unforeseen impact of accountability standards on students of color and the institutions that disproportionately serve them. The book describes how federal policies can worsen existing racial inequalities in higher education and offers alternative…

More Than Test Scores: A Liberal Contextualist Picture of Educational Accountability.

ERIC Educational Resources Information Center

Blacker, David

2003-01-01

Draws upon contextualism (a normative theory of social justice that takes seriously the heterogeneity of human value commitments) to propose a framework for educational accountability that is premised on accountability's normativity and the diversity of educators' desired aims, focusing on: liberal contextualism and democratic education; and…

Physiotherapists in emergency departments: responsibilities, accountability and education.

PubMed

Crane, Jacqueline; Delany, Clare

2013-06-01

Emergency physiotherapy roles have evolved within the UK and are increasingly being adopted in Australia in response to a need for greater workforce flexibility and improved service provision to meet growing patient demand. This paper discusses the need for the physiotherapy profession to develop evidence-based regulatory, ethical and educative frameworks to keep pace with the changing clinical environment and service delivery in emergency departments. Definitions of Emergency Physiotherapy as either advanced practice or extended scope of practice are identified, and the implications for both regulation of practice and education are highlighted. Suggestions for education in areas of clinical skills, ethical understanding and legal and professional knowledge are highlighted as important areas to support physiotherapists moving into this area of practice. Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

12 CFR 19.194 - Eligibility of attorneys and accountants to practice.

Code of Federal Regulations, 2010 CFR

2010-01-01

... certified public accountant or public accountant and is not currently under suspension or debarment by the... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Eligibility of attorneys and accountants to... Conduct § 19.194 Eligibility of attorneys and accountants to practice. (a) Attorneys. Any attorney who is...

Theory and Practice in a Science Education Course for Elementary Teachers

ERIC Educational Resources Information Center

Lacueva, Aurora

2014-01-01

In this action research work, I analyze the theory-practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results…

Higher Education Counts: Accountability Measures for the New Millennium. 2005 Report

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2005

2005-01-01

"Higher Education Counts" is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The…

Learning to Teach: Practice-Based Preparation in Teacher Education. Special Issues Brief

ERIC Educational Resources Information Center

Benedict, Amber; Holdheide, Lynn; Brownell, Mary; Foley, Abigail Marshall

2016-01-01

This Special Issues Brief from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the Center on Great Teachers and Leaders (GTL Center) outlines essential features for providing high-quality, structured, and sequenced opportunities to practice within teacher preparation programs. This brief is…

Educating Future Accountants: Alternatives for Meeting the 150-Hour Requirement.

ERIC Educational Resources Information Center

Renner, Celia; Tanner, Margaret

2001-01-01

Responses from 19% of 2,000 accountants in states with 150-hour education requirement indicated their preference for the following options: bachelor's degree in accounting/master's in taxation, bachelor's in accounting/management information systems, bachelor's in accounting, master of business administration, accounting bachelor's and master's,…

Leadership for Quality and Accountability in Education. Leadership for Learning Series

ERIC Educational Resources Information Center

Brundrett, Mark; Rhodes, Christopher

2010-01-01

"Leadership for Quality and Accountability in Education" addresses the interconnected issues of quality and accountability in the education system and provides a coherent framework within which these issues can be analysed. The authors outline the significance of promoting quality in all educational establishments and go on to discuss "why"…

Developing the academic nursing practice in the midst of new realities in higher education.

PubMed

Miller, Karen L; Bleich, Michael R; Hathaway, Donna; Warren, Carol

2004-02-01

The academic nursing practice has a role in replenishing the diminished resources that confront higher education and, if well conceived and managed, is a viable option to support existing academic program stability and growth. An alternative model for defining the academic practice--beyond traditional nurse-managed centers--is presented in this article. The cohesive interconnection of the education, research, and practice missions is addressed with examples of how each contributes to a variety of communities of interest and expands professional nursing roles through innovative care model testing and development. With effective business planning and infrastructure support, faculty practice plans can evolve to a second generation, with heightened societal accountability for service, academic, and collaborative research outcomes.

Education for Sustainability (EfS): Practice and Practice Architectures

ERIC Educational Resources Information Center

Kemmis, Stephen; Mutton, Rebecca

2012-01-01

This paper reports some findings from an investigation of educational practice in ten (formal and informal) education for sustainability (EfS) initiatives, to characterise exemplary practice in school and community education for sustainability, considered crucial to Australia's future. The study focused on rural/regional Australia, specifically…

Democratic Practices in Education: Implications for Teacher Education

ERIC Educational Resources Information Center

Pearl, Art, Ed.; Pryor, Caroline R., Ed.

2005-01-01

This book presents the findings of eleven teacher educators as they examine the meaning of democracy and its application to classroom practice. There is a shared belief among all contributors to this volume: that incorporating democratic practice into teacher education is an essential requirement to introducing democratic practices in K-12…

Twenty-Two Good Educational Practices.

ERIC Educational Resources Information Center

Mark, Jorie Lester

1989-01-01

Twenty-two educational practices are drawn from nine settings: K-12, vocational and continuing education, proprietary schools, military training, corporate training, union-sponsored programs, second-chance training, job training, and adult education. They are categorized as process-type practices, techniques, and physical teaching props. (SK)

The Accountability Era in US Teacher Education: Looking Back, Looking Forward

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Baker, Megina; Burton, Stephani; Chang, Wen-Chia; Cummings Carney, Molly; Fernández, M. Beatriz; Stringer Keefe, Elizabeth; Miller, Andrew F.; Sánchez, Juan Gabriel

2017-01-01

In keeping with the theme of the 40th anniversary issue of "EJTE," this article looks back and forward at US teacher education accountability. It argues that "holding teacher education accountable" has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher…

Accounting 202, 302.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This teaching guide consists of guidelines for conducting two secondary-level introductory accounting courses. Intended for vocational business education students, the courses are designed to introduce financial principles and practices important to personal and business life, to promote development of clerical and bookkeeping skills sufficient…

The Limits of School Choice: Some Implications for Accountability of Selective Practices and Positional Competition in Australian Education

ERIC Educational Resources Information Center

Windle, Joel

2009-01-01

The application of market principles to educational provision continues to attract governments across the globe, despite an international body of literature suggesting that marketisation can exacerbate inequalities. In light of a renewed policy push in Australia towards accountability via a market model, this paper analyses the impact of existing…

Accountability in Higher Education: A Comprehensive Analytical Framework

ERIC Educational Resources Information Center

Metz, Thaddeus

2011-01-01

Concomitant with the rise of rationalizing accountability in higher education has been an increase in theoretical reflection about the forms accountability has taken and the ones it should take. The literature is now peppered by a wide array of distinctions (e.g. internal/external, inward/outward, vertical/horizontal, upward/downward,…

Tips for medical practice success in the upcoming accountable care era.

PubMed

Bobbitt, Julian D

2012-01-01

Due to the unsustainable cost of healthcare, the movement to accountable care will be inevitable. This author predicts that recent Medicare Accountable Care Organization (ACO) regulations will energize ACO development. There are specific practical strategies every medical practice leader should know in order to navigate this new healthcare environment successfully. There is a window of opportunity, which will not stay open long, to control a medical practice's destiny in molding a fair, sustainable, and successful ACO. Not being prepared and defaulting to the status quo through passivity is also a choice that promises more work for less compensation for medical practices. The choice is clear, and the blueprint for success is available.

Higher Education Accountability Performance in Padang State University

ERIC Educational Resources Information Center

Al Kadri, Hanif

2015-01-01

This study examines the adherence to process and achievement of the objectives of performance accountability in Higher Education in UNP. To be able to perform the role as guardian of academic and scientific culture, the university should be an independent agency, with the accountable autonomy-based governance. The concept of autonomy in higher…

Educational silos in nursing education: a critical review of practical nurse education in Canada.

PubMed

Butcher, Diane L; MacKinnon, Karen A

2015-09-01

Changes to practical nurse education (with expanded scopes of practice) align with the increasing need for nurses and assistive personnel in global acute care contexts. A case in point is this critical exploration of Canadian practical nursing literature, undertaken to reveal predominating discourses and relationships to nursing disciplinary knowledge. The objectives of this poststructural critical review were to identify dominant discourses in practical nurse education literature and to analyze these discourses to uncover underlying beliefs, constructed truths, assumptions, ambiguities and sources of knowledge within the discursive landscape. Predominant themes in the discourses surrounding practical nurse education included conversations about the nurse shortage, expanded roles, collaboration, evidence-based practice, role confusion, cost/efficiency, the history of practical nurse education and employer interests. The complex relationships between practical nursing and the disciplinary landscape of nursing are revealed in the analysis of discourses related to the purpose(s) of practical nurse education, curricula/educational programming, relationships between RN and PN education and the role of nursing knowledge. Power dynamics related to employer needs and interests, as well as educational silos and the nature of women's work, are also revealed within the intersection of various discourses. © 2014 John Wiley & Sons Ltd.

Education of advanced practice nurses in Canada.

PubMed

Martin-Misener, Ruth; Bryant-Lukosius, Denise; Harbman, Patricia; Donald, Faith; Kaasalainen, Sharon; Carter, Nancy; Kilpatrick, Kelley; DiCenso, Alba

2010-12-01

In Canada, education programs for the clinical nurse specialist (CNS) and nurse practitioner (NP) roles began 40 years ago. NP programs are offered in almost all provinces. Education for the CNS role has occurred through graduate nursing programs generically defined as providing preparation for advanced nursing practice. For this paper, we drew on pertinent sections of a scoping review of the literature and key informant interviews conducted for a decision support synthesis on advanced practice nursing to describe the following: (1) history of advanced practice nursing education in Canada, (2) current status of advanced practice nursing education in Canada, (3) curriculum issues, (4) interprofessional education, (5) resources for education and (6) continuing education. Although national frameworks defining advanced nursing practice and NP competencies provide some direction for education programs, Canada does not have countrywide standards of education for either the NP or CNS role. Inconsistency in the educational requirements for primary healthcare NPs continues to cause significant problems and interferes with inter-jurisdictional licensing portability. For both CNSs and NPs, there can be a mismatch between a generalized education and specialized practice. The value of interprofessional education in facilitating effective teamwork is emphasized. Recommendations for future directions for advanced practice nursing education are offered.

"Rational" Observational Systems of Educational Accountability and Reform

ERIC Educational Resources Information Center

Amrein-Beardsley, Audrey; Holloway-Libell, Jessica; Cirell, Anna Montana; Hays, Alice; Chapman, Kathryn

2015-01-01

There is something incalculable about teacher expertise and whether it can be observed, detected, quantified, and as per current educational policies, used as an accountability tool to hold America's public school teachers accountable for that which they do (or do not do well). In this commentary, authors (all of whom are former public school…

The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable Are the Accountants?

ERIC Educational Resources Information Center

Meyer, Heinz-Dieter

2014-01-01

Background/Context: PISA has catapulted the OECD- an organization whose mission is the global growth of market economies-to a central role in international education policy making, rivaling and sometimes outdoing the various national governments in influence. While claiming scientific evidence as the basis for the accountability regime it…

76 FR 14570 - Federal Acquisition Regulation; Disclosure and Consistency of Cost Accounting Practices for...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-16

...] RIN 9000-AL58 Federal Acquisition Regulation; Disclosure and Consistency of Cost Accounting Practices... Regulation (FAR) to align it with a Cost Accounting Standards (CAS) Board clause, Disclosure and Consistency of Cost Accounting Practices-Foreign Concerns. DATES: Effective Date: March 16, 2011. FOR FURTHER...

A View of Aesthetic Labour Practice in Higher Technical and Vocational Education

ERIC Educational Resources Information Center

Yang, Cheng-Hua

2017-01-01

Even though aesthetic labour has gradually revealed social and economic value in the employment market, little research has been carried out on the connection and practice of aesthetic labour in technical and vocational education. Front-line ground staffs account for the largest proportion of the employees of airlines and can provide colleges with…

Critical Moments in Negotiating Authority: Grading, Accountability, and Teacher Education

ERIC Educational Resources Information Center

Brubaker, Nathan D.

2015-01-01

Understanding teacher educators' reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators' practices. The purpose…

Accountability in Education -- the Michigan Experience

ERIC Educational Resources Information Center

Murphy, Jerome T.; Cohen, David K.

1974-01-01

One view of accountability focuses on schemes that assume that if government can get more rational information and use it in more scientific ways, the schools' performance can be improved; the other assumes that the schools' problems are less scientific than political and that clients and constituents should influence educational decisions more…

Developmental Physical Education Accountability; Volume I.

ERIC Educational Resources Information Center

Guarnieri, Barbara; Sandeen, Cecile

Presented in the first of a two volume series is a developmental physical education checklist which provides teachers of trainable mentally retarded students with a permanent and accountable record of pupil progress and needs. The checklist is intended to be used with the accompanying volume of curricular activities in a nongraded enviroment for…

Educators: How Embodied Consciousness Highlighted the Importance of Their Bodies in Their Teaching Practice in HPE

ERIC Educational Resources Information Center

McMahon, Jennifer A.; Huntly, Helen E

2013-01-01

This paper reports on narrative research that focuses on two tertiary Health and Physical Education (HPE) educators' bodies. In particular, it explores how their lived encounters impacted upon their everyday teaching practice. Narrative accounts are used to present their lived and living bodies in this research. Findings suggest that they were…

Improving State Accountability Systems for Postsecondary Vocational Education.

ERIC Educational Resources Information Center

Sheets, Robert G.

This paper makes recommendations for developing the next generation of state accountability systems for postsecondary vocational education (PVE). It focuses on the need to improve the core indicators for PVE; reduce the burden and improve the value of Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998 (Perkins III)…

Ethics Education in Accounting Curricula: Does It Influence Recruiters' Hiring Decisions of Entry-Level Accountants?

ERIC Educational Resources Information Center

Breaux, Kevin; Chiasson, Michael; Mauldin, Shawn; Whitney, Teresa

2010-01-01

Recently, the National Association of State Boards of Accountancy (NASBA) has focused its attention on mandating specific ethics coursework within the 150-hr requirement for eligibility to sit for the uniform CPA examination. This push for ethics education heightened attention toward ethics in the accounting curriculum and is the basis for the…

Toward defining and measuring social accountability in graduate medical education: a stakeholder study.

PubMed

Reddy, Anjani T; Lazreg, Sonia A; Phillips, Robert L; Bazemore, Andrew W; Lucan, Sean C

2013-09-01

Since 1965, Medicare has publically financed graduate medical education (GME) in the United States. Given public financing, various advisory groups have argued that GME should be more socially accountable. Several efforts are underway to develop accountability measures for GME that could be tied to Medicare payments, but it is not clear how to measure or even define social accountability. We explored how GME stakeholders perceive, define, and measure social accountability. Through purposive and snowball sampling, we completed semistructured interviews with 18 GME stakeholders from GME training sites, government agencies, and health care organizations. We analyzed interview field notes and audiorecordings using a flexible, iterative, qualitative group process to identify themes. THREE THEMES EMERGED IN REGARDS TO DEFINING SOCIAL ACCOUNTABILITY: (1) creating a diverse physician workforce to address regional needs and primary care and specialty shortages; (2) ensuring quality in training and care to best serve patients; and (3) providing service to surrounding communities and the general public. All but 1 stakeholder believed GME institutions have a responsibility to be socially accountable. Reported barriers to achieving social accountability included training time constraints, financial limitations, and institutional resistance. Suggestions for measuring social accountability included reviewing graduates' specialties and practice locations, evaluating curricular content, and reviewing program services to surrounding communities. Most stakeholders endorsed the concept of social accountability in GME, suggesting definitions and possible measures that could inform policy makers calls for increased accountability despite recognized barriers.

Graduates' Vocational Skills for the Management Accountancy Profession: Exploring the Accounting Education Expectation-Performance Gap

ERIC Educational Resources Information Center

Howcroft, Douglas

2017-01-01

This paper focuses on understanding the vocational skills required by graduates and assessing the competence of graduates for the management accountancy profession. It explores "expectation gaps" by examining whether the Chartered Institute of Management Accountants, practitioner employers and university educators have different…

Governance and Compliance in Accounting Education in Vietnam--Case of a Public University

ERIC Educational Resources Information Center

Bui, Binh; Hoang, Hien; Phan, Duc P. T.; Yapa, P. W. Senarath

2017-01-01

Prior research suggests that despite the mass development of higher education in Vietnam recently, the quality of higher education is declining. This study aims to understand the impact of the education reform on the quality of university accounting education by investigating the involvement of different stakeholders in accounting education within…

A Phenomenological Study of Practicing Educators' Personal and Collaborative Experiences within a Climate of High Stakes Individual Accountability

ERIC Educational Resources Information Center

Stewart, Kathy L.

2016-01-01

With the national focus in education turning to increasing student achievement and closing achievement gaps between demographic groups, federal and state policy has extended responsibility and high stakes accountability for student growth and achievement. Overall, student achievement status and elimination of achievement gaps between…

Leading the Charge: Governors, Higher Education and Accountability

ERIC Educational Resources Information Center

American Council of Trustees and Alumni, 2014

2014-01-01

With this new tool, ACTA [American Council of Trustees and Alumni] is working to expand its outreach to governors nationwide on behalf of higher education reform, focusing on key issues of quality, cost, and accountability. ACTA has worked with governors and education leaders from across the country, and that experience has proven that innovative…

Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

ERIC Educational Resources Information Center

Stone, Gerard; Lightbody, Margaret; Whait, Rob

2013-01-01

Accountants and employers of accounting graduates consider listening to be among the most important communication skills that graduates possess. However, accounting education practices that develop students' listening skills are uncommon. Further, in the case of listening development, the current approach of prescribing that educators do more to…

Investing in Accounting: A Call for Professional Involvement in Higher Education

ERIC Educational Resources Information Center

Chang, Chun-Chia; Landis, Mark; Yu, Shaokun Carol

2011-01-01

The current financial crisis has created serious repercussions for accounting education. Public universities have lost funding and initiated huge budget cuts. These drastic cutbacks have resulted in the losses of courses, enrollment, and faculty. These losses will translate into inaccessibility of education will reduce the future accounting work…

Sleep health education in pediatric community settings: rationale and practical suggestions for incorporating healthy sleep education into pediatric practice.

PubMed

Gruber, Reut; Cassoff, Jamie; Knäuper, Bärbel

2011-06-01

This article offers practical ways to incorporate healthy sleep education into pediatric practice and discusses key questions, barriers, and strategies associated with such efforts. The rationale for incorporating healthy sleep education in pediatric practice settings is presented, and desirable features of sleep education programs that may be implemented in pediatric practice are identified. Potential barriers are reviewed and strategies offered to overcome these barriers, such as developing resources applicable to healthy sleep education and practical information for pediatricians. Key factors regarding effectiveness of such interventional programs and key points relevant to successful healthy sleep education in pediatric practice are highlighted. Copyright © 2011. Published by Elsevier Inc.

Roots of Art Education Practice. Art Education in Practice Series.

ERIC Educational Resources Information Center

Stankiewicz, Mary Ann

This book is a thematic history that puts art instruction during the 19th and early 20th centuries into educational, artistic, and social contexts. The book states that the stage on which many art teachers perform is the public school classroom. It explains that art education developed its professional practices in tandem with the development of…

Practical Epistemologies in Physical Education Practice

ERIC Educational Resources Information Center

Quennerstedt, Mikael

2013-01-01

With a point of departure in a transactional understanding of epistemology, the purpose of this paper is to explore practical epistemologies in physical education (PE) by investigating how knowledge is produced and reproduced in students' and teachers' actions in PE practices posted as clips on the user-generated video-sharing website…

Evidence-Based Practice in Education. Conducting Educational Research

ERIC Educational Resources Information Center

Pring, Richard; Thomas, Gary

2004-01-01

The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses. The thinking behind evidence-based practice has been the subject of much criticism, particularly in education, and…

Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice

ERIC Educational Resources Information Center

Spear, Caitlin F.; Piasta, Shayne B.; Yeomans-Maldonado, Gloria; Ottley, Jennifer R.; Justice, Laura M.; O'Connell, Ann A.

2018-01-01

In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the…

The Potential of Threshold Concepts: An Emerging Framework for Educational Research and Practice

ERIC Educational Resources Information Center

Lucas, Ursula; Mladenovic, Rosina

2007-01-01

This paper explores the notion of a "threshold concept" and discusses its possible implications for higher education research and practice. Using the case of introductory accounting as an illustration, it is argued that the idea of a threshold concept provides an emerging theoretical framework for a "re-view" of educational…

Education Savings Accounts: Key Provisions and State Variations. Education Trends

ERIC Educational Resources Information Center

Railey, Hunter

2016-01-01

In 2011, the Arizona State Legislature adopted a law creating the first education savings account (ESA) in the United States. Following Arizona's lead, several other states, including Florida Tennessee,Mississippi and Nevada, have implemented ESA policies. Typical eligibility requirements include conditions such as a pupil's diagnosed disability,…

Accountability Pillar Results for Annual Education Results Report (AERR)

ERIC Educational Resources Information Center

Alberta Education, 2008

2008-01-01

Alberta has developed an innovative new way of measuring performance to ensure we continue to provide the best possible education opportunities for all of our students. This accountability framework, called the Accountability Pillar, recognizes and respects the outstanding work seen in our school authorities every day. It ensures school…

Education Private Practice. Fastback 451.

ERIC Educational Resources Information Center

Zuelke, Dennis C.

This fastback document examines small education businesses that provide direct and personal instructional service to clients. Although education private-practice enterprises have not received the attention that high-profile companies have commanded, there are thousands of such one- and two-person enterprises. These practices work with and support…

Assessment: Examining Practice in Entrepreneurship Education

ERIC Educational Resources Information Center

Pittaway, Luke; Edwards, Corina

2012-01-01

Purpose: The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education. Design/methodology/approach: This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues…

Developing Principles of Physical Education Teacher Education Practice through Self-Study

ERIC Educational Resources Information Center

Fletcher, Tim

2016-01-01

Background: The articulation of specific principles of teacher education practice allows teacher educators to make explicit the beliefs, values, and actions that shape their practice. Engaging in processes to articulate the principles that guide practice is beneficial not only for teacher educators and their colleagues but also for students. There…

World Bank Policy on Education: A Personal Account

ERIC Educational Resources Information Center

Psacharopoulos, George

2006-01-01

Based on the author's over two decades of association with the World Bank, this paper reviews the institution's policies and practice on education. It describes why education policy, as revealed by operations, shifted dramatically since the early Bank projects on education and identifies the reasons for such a shift. The paper argues that the…

Environmental Education: Practice and Possibility.

ERIC Educational Resources Information Center

Robottom, Ian, Ed.

This collection of essays describes practices in environmental education and points to possibilities in the field. The intention is to appraise selected practices in order to prepare the ground for a consideration of alternative images of environmental education that may shape future action. The following articles are included: (1) "A…

Creating Research Practice Partnerships in Education

ERIC Educational Resources Information Center

Penuel, William R.; Gallagher, Daniel J.

2017-01-01

"Creating Research-Practice Partnerships in Education" is an invaluable resource for educators and researchers seeking to develop long-term collaborations in which educators and researchers work together to study and solve pressing problems of practice. Drawing on a wide range of examples, the authors describe the purposes for which…

A New Paradigm for Practice Education.

ERIC Educational Resources Information Center

Edmond, Cynthia B.

2001-01-01

Education for nursing practice must shift to a collaborative education/service model in which the value of practical education and experience is better understood and integrated with academic knowledge. This model provides better resources and availability of mentors/preceptors, resulting in better prepared nurses. (Contains 32 references.) (SK)

Toward graduate medical education (GME) accountability: measuring the outcomes of GME institutions.

PubMed

Chen, Candice; Petterson, Stephen; Phillips, Robert L; Mullan, Fitzhugh; Bazemore, Andrew; O'Donnell, Sarah D

2013-09-01

Graduate medical education (GME) plays a key role in the U.S. health care workforce, defining its overall size and specialty distribution and influencing physician practice locations. Medicare provides nearly $10 billion annually to support GME and faces growing policy maker interest in creating accountability measures. The purpose of this study was to develop and test candidate GME outcome measures related to physician workforce. The authors performed a secondary analysis of data from the American Medical Association Physician Masterfile, National Provider Identifier file, Medicare claims, and National Health Service Corps, measuring the number and percentage of graduates from 2006 to 2008 practicing in high-need specialties and underserved areas aggregated by their U.S. GME program. Average overall primary care production rate was 25.2% for the study period, although this is an overestimate because hospitalists could not be excluded. Of 759 sponsoring institutions, 158 produced no primary care graduates, and 184 produced more than 80%. An average of 37.9% of internal medicine residents were retained in primary care, including hospitalists. Mean general surgery retention was 38.4%. Overall, 4.8% of graduates practiced in rural areas; 198 institutions produced no rural physicians, and 283 institutions produced no Federally Qualified Health Center or Rural Health Clinic physicians. GME outcomes are measurable for most institutions and training sites. Specialty and geographic locations vary significantly. These findings can inform educators and policy makers during a period of increased calls to align the GME system with national health needs.

Government Accountability Reports and Public Education Policy: Studying Political Actors' Decision-Making

ERIC Educational Resources Information Center

Salazar, Timothy Ross

2013-01-01

This study asks how government accountability reports are used to influence public education policy. Government accountability reports, called "audits" in Utah, prove to be useful tools for examining education policy. Using a collective case study design examining Utah's Class Size Reduction (CSR) policy, government accountability…

Microbiology Education in Nursing Practice.

PubMed

Durrant, Robert J; Doig, Alexa K; Buxton, Rebecca L; Fenn, JoAnn P

2017-01-01

Nurses must have sufficient education and training in microbiology to perform many roles within clinical nursing practice (e.g., administering antibiotics, collecting specimens, preparing specimens for transport and delivery, educating patients and families, communicating results to the healthcare team, and developing care plans based on results of microbiology studies and patient immunological status). It is unclear whether the current microbiology courses required of nursing students in the United States focus on the topics that are most relevant to nursing practice. To gauge the relevance of current microbiology education to nursing practice, we created a confidential, web-based survey that asked nurses about their past microbiology education, the types of microbiology specimens they collect, their duties that require knowledge of microbiology, and how frequently they encounter infectious diseases in practice. We used the survey responses to develop data-driven recommendations for educators who teach microbiology to pre-nursing and nursing students. Two hundred ninety-six Registered Nurses (RNs) completed the survey. The topics they deemed most relevant to current practice were infection control, hospital-acquired infections, disease transmission, and collection and handling of patient specimens. Topics deemed least relevant were the Gram stain procedure and microscope use. In addition, RNs expressed little interest in molecular testing methods. This may reflect a gap in their understanding of the uses of these tests, which could be bridged in a microbiology course. We now have data in support of anecdotal evidence that nurses are most engaged when learning about microbiology topics that have the greatest impact on patient care. Information from this survey will be used to shift the focus of microbiology courses at our university to topics more relevant to nursing practice. Further, these findings may also support an effort to evolve national recommendations for

Public accountability needs to be enforced -a case study of the governance arrangements and accountability practices in a rural health district in Ghana.

PubMed

Van Belle, Sara; Mayhew, Susannah H

2016-10-12

Improving public accountability is currently high on the global agenda. At the same time, the organisation of health services in low- and middle-income countries is taking place in fragmented institutional landscapes. State and non-state actors are involved in increasingly complex governance arrangements. This often leads to coordination problems, confusion of roles and responsibilities and possibly accountability gaps. This study aimed at assessing the governance arrangements and the accountability practices of key health actors at the level of a Ghanaian health district with the aim to understand how far public accountability is achieved. We adopted the case study design as it allows for in-depth analysis of the governance arrangements and accountability relations between actors, their formal policies and actual accountability practices towards the public and towards stakeholders. Data were collected at a rural health district using in-depth interviews, observation and document review. In the analysis, we used a four-step sequence: identification of the key actors and their relationships, description of the multi-level governance arrangements, identification of the actual accountability relations and practices between all actors and finally appraisal of the public accountability practices, which we define as those practices that ensure direct accountability towards the public. In this rural health district with few (international) non-governmental organisations and private sector providers, accountability linkages towards management and partners in health programmes were found to be strong. Direct accountability towards the public, however, was woefully underdeveloped. This study shows that in settings where there is a small number of actors involved in organising health care, and where the state actors are underfunded, the intense interaction can lead to a web of relations that favours collaboration between partners in health service delivery, but fails public

Building blocks for social accountability: a conceptual framework to guide medical schools.

PubMed

Preston, Robyn; Larkins, Sarah; Taylor, Judy; Judd, Jenni

2016-08-26

This paper presents a conceptual framework developed from empirical evidence, to guide medical schools aspiring towards greater social accountability. Using a multiple case study approach, seventy-five staff, students, health sector representatives and community members, associated with four medical schools, participated in semi-structured interviews. Two schools were in Australia and two were in the Philippines. These schools were selected because they were aspiring to be socially accountable. Data was collected through on-site visits, field notes and a documentary review. Abductive analysis involved both deductive and inductive iterative theming of the data both within and across cases. The conceptual framework for socially accountable medical education was built from analyzing the internal and external factors influencing the selected medical schools. These factors became the building blocks that might be necessary to assist movement to social accountability. The strongest factor was the demands of the local workforce situation leading to innovative educational programs established with or without government support. The values and professional experiences of leaders, staff and health sector representatives, influenced whether the organizational culture of a school was conducive to social accountability. The wider institutional environment and policies of their universities affected this culture and the resourcing of programs. Membership of a coalition of socially accountable medical schools created a community of learning and legitimized local practice. Communities may not have recognized their own importance but they were fundamental for socially accountable practices. The bedrock of social accountability, that is, the foundation for all building blocks, is shared values and aspirations congruent with social accountability. These values and aspirations are both a philosophical understanding for innovation and a practical application at the health systems and

Accounting Cluster Brief. Vocational Education in Oregon.

ERIC Educational Resources Information Center

Stamps, Margaret McDonnall

This guide sets forth minimum approval criteria for accounting occupations cluster training programs in Oregon. The information in the guide is intended for use by district-level curriculum planners, teachers, regional coordinators, or state education department staff involved with new program development or revisions of existing programs. The…

"(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice

ERIC Educational Resources Information Center

Mooney, Amanda; Hickey, Chris

2017-01-01

Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible "panacea" for improved teaching and learning, there…

A Case Study of a Parent's Educational Practice.

ERIC Educational Resources Information Center

Coldron, John; Boulton, Pam

1999-01-01

Examines a parent's ("Sarah") educational practice and provides a description of her family. Focuses on how Sarah began her educational practice before her children were born, her conception of education and educational success, how she makes decisions in a context of uncertainty, and the role of emotions in her educational practice. (CMK)

Discourse Surrounding the International Education Standards for Professional Accountants (IES): A Content Analysis Approach

ERIC Educational Resources Information Center

Sugahara, Satoshi; Wilson, Rachel

2013-01-01

The development and implementation of the International Education Standards (IES) for professional accountants is currently an important issue in accounting education and for educators interested in a shift toward international education standards more broadly. The purpose of this study is to investigate professional and research discourse…

The Expectation Performance Gap in Accounting Education: A Review of Generic Skills Development in UK Accounting Degrees

ERIC Educational Resources Information Center

Webb, Jill; Chaffer, Caroline

2016-01-01

Accounting educators are criticised for a focus on the development of technical skills at the expense of generic employability skills. This study considers the perspective of UK graduates training for the CIMA professional accountancy qualification and examines their perceptions of the extent to which opportunities for generic skills development…

Accountability in American Education as a Rhetoric and a Technology of Governmentality

ERIC Educational Resources Information Center

Suspitsyna, Tatiana

2010-01-01

Accountability is one of the most advocated and controversial topics in US education. Since the early 2000s, the federal government has produced a vibrant discourse on accountability, which emphasizes quality, efficiency, and equal opportunity in education. As part of the larger phenomenon of new managerialism, the dominant forms of accountability…

Florida and Tennessee: Accountability in Civic Education

ERIC Educational Resources Information Center

Delander, Brady

2014-01-01

While most states require testing in social studies or civic education, two states attach consequences for students and schools based on required statewide civics exams. Lawmakers in Florida, in 2010, and in Tennessee, in 2012, approved legislation that holds students accountable for their civics knowledge. Students are taking the tests for the…

Advocacy, Assessment and Accountability: Using Policy to Impact Practice in Ohio

ERIC Educational Resources Information Center

Lorson, Kevin; Mitchell, Stephen

2016-01-01

Physical education teachers and programs are affected by increasing accountability demands. The purpose of this article is to explain Ohio's journey from advocacy for state physical education academic content standards to state-level policy that led to the development of state-wide assessments and data reporting on each school's report card. The…

Accountability through Assessment of Administrative Organizations in Higher Education

ERIC Educational Resources Information Center

Kniola, David J.

2013-01-01

Accountability is among the least understood policy issues in higher education (Burke 2005). The rapid rise in tuition costs in both public and private institutions (Heller 2006) in all corners of the globe (Altbach, Reisberg, and Rumbley 2009) has challenged the idea of higher education as a public good. Student learning outcomes is one…

Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the Twenty-First Century

ERIC Educational Resources Information Center

Cohan, Audrey, Ed.; Honigsfeld, Andrea, Ed.

2011-01-01

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section…

A Commentary on"'Sustainability and Accounting Education: The Elephant in the Classroom"

ERIC Educational Resources Information Center

Laine, Matias

2013-01-01

In this commentary Matias Laine reviews the vivid paper written by Rob Gray (2013) who discusses his view of how sustainability is positioned within accounting education and how accounting educators can directly approach sustainability in their teaching. Laine notes many of the aspects that Gray considers important reflect the starting point of…

Towards a Comparative and International History of School Testing and Accountability

ERIC Educational Resources Information Center

Dorn, Sherman; Ydesen, Christian

2014-01-01

The speed and extent of modern school accountability have obscured the history of testing and accountability. This brief introduction identifies central themes of historical research into educational accountability and recurring traits associated with accountability practices. We hope our colleagues and this special issue will also help to…

Mind the Gap: Accounting Information Systems Curricula Development in Compliance with IFAC Standards in a Developing Country

ERIC Educational Resources Information Center

Aleqab, Mahmoud Mohmad Ahmad; Nurunnabi, Mohammad; Adel, Dalia

2015-01-01

The authors examine the consistency between the current practices in designing and teaching accounting information systems (AIS) curricula and the International Federation of Accountants (IFAC) requirements for International Education Practice Statement 2 and International Education Standards 2. Utilizing a survey and interviews data in Jordan,…

Expanding the Horizons of Accounting Education: Incorporating Social and Critical Perspectives

ERIC Educational Resources Information Center

Boyce, Gordon; Greer, Susan; Blair, Bill; Davids, Cindy

2012-01-01

This paper examines a case of accounting education change in the context of increased interest in ethical, social, and environmental accountability, presenting a reflexive case study of a new university accounting subject incorporating social and critical perspectives. Foundational pedagogical principles and key aspects of curriculum are outlined.…

Striving for Student Success: A Model of Shared Accountability. Education Sector Reports

ERIC Educational Resources Information Center

Bathgate, Kelly; Colvin, Richard Lee; Silva, Elena

2011-01-01

Instead of putting the entire achievement burden on schools, what would it look like to hold a whole community responsible for long-range student outcomes? This report explores the concept of "shared accountability" in education. The No Child Left Behind (NCLB) Act ushered in a new era of accountability in American education: for the…

Creating equal opportunities: the social accountability of medical education.

PubMed

Gibbs, Trevor; McLean, Michelle

2011-01-01

As new developments in medical education move inexorably forward, medical schools are being encouraged to revisit their curricula to ensure quality graduates and match their outcomes against defined standards. These standards may eventually be transferred into global accreditation standards, which allow 'safe passage' of graduates from one country to another [Educational Commission for Foreign Medical Graduates (ECFMG) 2010. Requiring medical school accreditation for ECFMG certification--moving accreditation forward. Available from: http://www.ecfmg.org/accreditation/rationale.pdf]. Gaining much attention is the important standard of social accountability--ensuring that graduates' competencies are shaped by the health and social needs of the local, national and even international communities in which they will serve. But, in today's 'global village', if medical schools address the needs of their immediate community, who should address the needs of the wider global community? Should medical educators and their associations be looking beyond national borders into a world of very unequal opportunities in terms of human and financial resources; a world in which distant countries and populations are very quickly affected by medical and social disasters; a world in which the global playing field of medical education is far from level? With medical schools striving to produce fit-for-purpose graduates who will hopefully address the health needs of their country, is it now time for the medical education fraternity to extend their roles of social accountability to level this unlevel playing field? We believe so: the time has come for the profession to embrace a global accountability model and those responsible for all aspects of healthcare professional development to recognise their place within the wider global community.

Negotiating the terrain of high-stakes accountability in science teaching

NASA Astrophysics Data System (ADS)

Aronson, Isaak

Teachers interact with their students on behalf of the entire educational system. The aim of this study is to explore how biology teachers understand and construct their practice in a high-stakes accountability environment that is likely to be riddled with tensions. By critically questioning the technical paradigms of accountability this study challenges the fundamental assumptions of accountability. Such a critical approach may help teachers develop empowerment strategies that can free them from the de-skilling effects of the educational accountability system. This interpretive case study of a high-school in Maryland is grounded in three streams of research literature: quality science instruction based on scientific inquiry, the effects of educational accountability on the curriculum, and the influence of policy on classroom practice with a specific focus on how teachers balance competing tensions. This study theoretically occurs at the intersection of educational accountability and pedagogy. In terms of data collection, I conduct two interviews with all six biology teachers in the school. I observe each teacher for at least fifteen class periods. I review high-stakes accountability policy documents from the federal, state, and district levels of the education system. Three themes emerge from the research. The first theme, "re-defining science teaching," captures how deeply accountability structures have penetrated the science curriculum. The second theme, "the pressure mounts," explores how high-stakes accountability in science has increased the stress placed on teachers. The third theme, "teaching-in-between," explores how teachers compromise between accountability mandates and their own understandings of quality teaching. Together, the three themes shed light on the current high-stakes climate in which teachers currently work. This study's findings inform the myriad paradoxes at all levels of the educational system. As Congress and advocacy groups battle over

Stress among Accounting Educators in the United States.

ERIC Educational Resources Information Center

Seiler, Robert E.; Pearson, Della A.

1984-01-01

Stress among accounting educators was investigated and relationships between stress levels and work satisfaction levels, personality traits, and stress-coping techniques were examined. The most important personality charcteristics of higher stress individuals were impatience, assertiveness, workaholism, and idealism. (Author/MLW)

Social work and gender: An argument for practical accounts

PubMed Central

2015-01-01

This article contributes to the debate on gender and social work by examining dominant approaches within the field. Anti-discriminatory, woman-centered and intersectional accounts are critiqued for reliance upon both reification and isolation of gender. Via examination of poststructural, queer and trans theories within social work, the author then presents accounts based upon structural/materialist, ethnomethodological and discursive theories, in order to open up debates about conceptualization of gender. These are used to suggest that social work should adopt a focus on gender as a practical accomplishment that occurs within various settings or contexts. PMID:26273228

The Politics of Public Accountability: Implications for Centralized Music Education Policy Development and Implementation

ERIC Educational Resources Information Center

Horsley, Stephanie

2009-01-01

This article addresses accountability issues that affect music education policy and implementation in the neoliberal education system. Using examples from education reform in Ontario, Canada, the author argues that two forms of accountability imbalances fostered by the neoliberal state--hierarchical answerability over communicative reason and…

The Effects of Accountability on Higher Education

ERIC Educational Resources Information Center

Rezende, Marcelo

2010-01-01

This paper analyzes the effects of a higher education accountability system in Brazil. For each discipline, colleges were assigned a grade that depended on the scores of their students on the ENC, an annual mandatory exam. These grades were then disclosed to the public and colleges were rewarded or penalized based on them. I find that the ENC had…

A Critical Analysis of Accountability in Higher Education: Its Relevance to Evaluation of Higher Education

ERIC Educational Resources Information Center

Kai, Jiang

2009-01-01

Accountability, which is closely related to evaluation of efficiency, effectiveness, and performance, requires proving that higher education has achieved planned results and performance in an effective manner. Highlighting efficiency and effectiveness and emphasizing results and outcomes are the basic characteristics of accountability in higher…

Milestones on the social accountability journey: Family medicine practice locations of Northern Ontario School of Medicine graduates.

PubMed

Hogenbirk, John C; Timony, Patrick E; French, Margaret G; Strasser, Roger; Pong, Raymond W; Cervin, Catherine; Graves, Lisa

2016-03-01

To assess the effect of different levels of exposure to the Northern Ontario School of Medicine's (NOSM's) distributed medical education programs in northern Ontario on FPs' practice locations. Cross-sectional design using longitudinal survey and administrative data. Canada. All 131 Canadian medical graduates who completed FP training in 2011 to 2013 and who completed their undergraduate (UG) medical degree or postgraduate (PG) residency training or both at NOSM. Exposure to NOSM's medical education program at the UG (n = 49) or PG (n = 31) level or both (n = 51). Primary practice location in September of 2014. Approximately 16% (21 of 129) of FPs were practising in rural northern Ontario, 45% (58 of 129) in urban northern Ontario, and 5% (7 of 129) in rural southern Ontario. Logistic regression found that more rural Canadian background years predicted rural practice in northern Ontario or Ontario, with odds ratios of 1.16 and 1.12, respectively. Northern Canadian background, sex, marital status, and having children did not predict practice location. Completing both UG and PG training at NOSM predicted practising in rural and northern Ontario locations with odds ratios of 4.06 to 48.62. Approximately 61% (79 of 129) of Canadian medical graduate FPs who complete at least some of their training at NOSM practise in northern Ontario. Slightly more than a quarter (21 of 79) of these FPs practise in rural northern Ontario. The FPs with more years of rural background or those with greater exposure to NOSM's medical education programs had higher odds of practising in rural northern Ontario. This study shows that NOSM is on the road to reaching one of its social accountability milestones.

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

ERIC Educational Resources Information Center

Cronin, Catherine

2017-01-01

Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators' use of OEP for teaching in higher education.…

Accounting Community of Practice Pedagogy: A Course Management Invention for Developing Personal Competencies in Accounting Education

ERIC Educational Resources Information Center

Stephenson, Sandria S.

2017-01-01

This paper reports the findings of an exploratory qualitative study using the implementation of Wenger's [(1998). "Communities of practice: Learning, meaning, and identity." Cambridge, MA: Cambridge University Press; Wenger, E. (2000). Communities of practice and social learning systems. "Organization," 7(2), 225-246] Theory of…

Extending the Territory: From Open Educational Resources to Open Educational Practices

ERIC Educational Resources Information Center

Ehlers, Ulf-Daniel

2011-01-01

This article examines the findings of the recent OPAL report "Beyond OER: Shifting Focus from Resources to Practices". In doing so, it defines current understanding of open educational resources and open educational practices, and highlights the shift from open content to open practice. The article includes a framework for supporting…

Spiritual Reflective Practice in Preservice Art Education

ERIC Educational Resources Information Center

Campbell, Laurel H.

2005-01-01

Spirituality is becoming an increasingly significant aspect of contemporary art education theory. The manner in which one conceives of holistic art education curricula is partially shaped by one's understanding of a more spiritual approach to reflective thinking and practice in teacher education. Definitions of reflective practice and…

The Seven Silos of Accountability in Higher Education: Systematizing Multiple Logics and Fields

ERIC Educational Resources Information Center

Brown, Joshua Travis

2017-01-01

Higher education accountability is a field characterized by complexity. Prior frameworks grounded in psychometrics, economics, and history fall short in explaining the persistence and composition of its complexity. This article employs organizational theory to identify the multiple conflicting approaches of higher education accountability and…

When Professions Shape Politics: The Case of Accountability in K-12 and Higher Education

ERIC Educational Resources Information Center

Mehta, Jal

2014-01-01

Professionalization is an important but overlooked dimension in education politics, particularly the politics of accountability. To isolate the importance of professionalization, this article compares accountability movements in K-12 education with similar movements in higher education. I draw on three pairs of reports that have sought to impose…

A Practice Turn for Teacher Education?

ERIC Educational Resources Information Center

Reid, Jo-Anne

2011-01-01

Within the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University, teacher education researchers have been quick to respond to the opportunities created by what is known as "the practice turn" that characterises contemporary theory around the globe and across disciplines. We are working,…

Education Practices and Maturation

ERIC Educational Resources Information Center

Froumin, I. D.

2018-01-01

The article briefly discusses the question of how we should establish special educational practices that could help students mature. In identifying such practices, the author looks to a number of empirical studies that allow us to understand what significance the concept of "maturation" has for children and teenagers. In conclusion, the…

48 CFR 52.230-3 - Disclosure and Consistency of Cost Accounting Practices.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Text of Provisions and Clauses 52.230-3 Disclosure and Consistency of Cost Accounting Practices. As prescribed in 30.201-4(b)(1), insert the following clause: Disclosure and Consistency of Cost Accounting... 48 Federal Acquisition Regulations System 2 2010-10-01 2010-10-01 false Disclosure and Consistency...

Improving Science Education through Accountability Relationships in Schools.

ERIC Educational Resources Information Center

Wildy, Helen; Wallace, John

1997-01-01

Presents a contrast between bureaucratic and professional models of accountability and their impact on the science education enterprise. Topics include improving performance, climate of trust, principles and consequences, demonstrating acceptance of responsibilities, and feedback. Concludes that it is necessary to develop the skills and processes…

The affective (re)production of refugee representations through educational policies and practices: Reconceptualising the role of emotion for peace education in a divided country

NASA Astrophysics Data System (ADS)

Zembylas, Michalinos

2012-08-01

Drawing into a discussion of the politicisation of emotion, this paper develops a framework to analyse some of the processes and strategies by which educational policies and pedagogical practices "emotionalise" the representation of refugees in conflict-ridden societies such as Cyprus and explores the implications for peace education. In particular, this paper aims to refine our understanding of how emotions affect the ways in which educational policies and practices reproduce self-other dichotomies through certain representations of the refugee experience. It is argued that these dichotomies are relevant to the emotional reactions against peace education initiatives. Second, this paper examines alternative possibilities of promoting peaceful coexistence, while taking into consideration the affective (re)production of refugee representations yet without undermining the refugee experience. Better understanding of how emotion is involved will help educational policymakers and teachers in divided societies to take into account the hitherto poorly developed aspects of the ways in which emotions, the refugee experience and peace education are inextricably intertwined.

Bureaucracy and Its Limits: Accountability and Rationality in Higher Education

ERIC Educational Resources Information Center

Murphy, Mark

2009-01-01

Alongside debates concerning managerialism, marketisation and performativity, the question of accountability in higher education has come to the fore in recent commentary. Discussion of the subject has tended to be divided into two distinct camps. On the one hand, there are strong calls for more accountability to the public purse--a desire to…

Teachers Implementing Entrepreneurship Education: Classroom Practices

ERIC Educational Resources Information Center

Ruskovaara, Elena; Pihkala, Timo

2013-01-01

Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

Promoting Positive Special Education Practices

ERIC Educational Resources Information Center

Conderman, Greg; Pedersen, Theresa

2005-01-01

Special education is defined as specialized instruction for students with disabilities. Sometimes, however, legal requirements as well as the day-to-day demands of teaching secondary students with disabilities cloud the real intent of special education. This article acknowledges some poor practices occurring in secondary special education and…

Teaching Elementary Accounting to Non-Accounting Majors

ERIC Educational Resources Information Center

Lloyd, Cynthia B.; Abbey, Augustus

2009-01-01

A central recurring theme in business education is the optimal strategy for improving introductory accounting, the gateway subject of business education. For many students, especially non-accounting majors, who are required to take introductory accounting as a requirement of the curriculum, introductory accounting has become a major obstacle for…

Washington Manual: A New Tool for Local School Accounting

ERIC Educational Resources Information Center

Federal Aid Planner, 1972

1972-01-01

An advance glimpse of the revised financial accounting methods for school districts recommended in a new manual from the U. S. Office of Education. The manual is designed to help school districts modernize their financial accounting procedures and their entire range of fiscal management practices. (Author/DN)

Reflections of a "Late-Career" Early-Career Researcher: An Account of Practice

ERIC Educational Resources Information Center

Groves, Catherine J.

2016-01-01

This account of practice describes the journey of an "accidental academic" through the Doctoral programme in Business Administration (DBA). It reflects on her experience of action learning and lessons learned to better embed action learning in future DBA teaching and assessment. The account is told from the perspective of a mature…

False Fronts? Behind Higher Education's Voluntary Accountability Systems

ERIC Educational Resources Information Center

Kelly, Andrew P.; Aldeman, Chad

2010-01-01

The major higher education trade associations have addressed the calls for transparency and accountability by creating two public online databases into which colleges are able to voluntarily submit information on costs and outcomes. The National Association of Independent Colleges and Universities (NAICU) launched its University and College…

Practice Notes: Strategies in Health Education

ERIC Educational Resources Information Center

Health Education & Behavior, 2009

2009-01-01

The "Practice Notes" section is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. This article features two new programs on health education: (1) Project FIESTA;…

Competency-Based Course Outlines for Business and Office Education. Accounting, Business Data Processing, Clerical Accounting, and Record Keeping Occupations.

ERIC Educational Resources Information Center

Ricks, Betty R., Ed.; Schmidt, B. June, Ed.

Designed to assist business educators with the implementation of competency-based instruction, these course outlines identify recommended competencies and skill areas for beginning workers in accounting, business data processing, clerical accounting, and recordkeeping occupations. Each outline contains listings of enabling, terminal, and personal…

Standards-Based Accountability: Reification, Responsibility and the Ethical Subject

ERIC Educational Resources Information Center

Kostogriz, Alex; Doecke, Brenton

2011-01-01

Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of "educational accountability" and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions…

Intraprofessional Practice Education using a community partnership model.

PubMed

Hoffart, Caroline; Kuster-Orban, Cindy; Spooner, Crystal; Neudorf, Kim

2013-02-01

The Intraprofessional Practice Education (IPE) pilot project was designed to increase the number of high-quality practice education settings and to develop intraprofessional learning opportunities for nursing students from three different prelicensure programs. Students from the licensed practical nurse, registered nurse, and registered psychiatric nurse programs shared their practice education experience concurrently in a rural First Nations community. This project's framework, the Partnership Model for Community Health Nursing Education (PMCHNE), is described and includes an explanation of the planning and coordination that occurred prior to implementation of the pilot project. Various student practice education and cultural experiences are highlighted, and the results from the project's evaluation are discussed, including the utility of the PMCHNE and the benefits and challenges associated with implementing an IPE experience. Copyright 2013, SLACK Incorporated.

Learning Challenges in Higher Education: An Analysis of Contradictions within Open Educational Practice

ERIC Educational Resources Information Center

Kaatrakoski, Heli; Littlejohn, Allison; Hood, Nina

2017-01-01

Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators' learning from and through their engagement with OER. The first part…

Engaged Pedagogy: A Study of the Use of Reflective Journals in Accounting Education

ERIC Educational Resources Information Center

Bisman, Jayne

2011-01-01

This paper provides a report on a study of innovation in postgraduate education in which a reflective learning journal was used for formal assessment purposes in a management accounting course. Prompted by the discourse on the shortcomings of accounting education in terms of learning processes, learning experiences and learning outcomes, the…

Educational Testing as an Accountability Measure: Drawing on Twentieth-Century Danish History of Education Experiences

ERIC Educational Resources Information Center

Ydesen, Christian

2013-01-01

This article reveals perspectives based on experiences from twentieth-century Danish educational history by outlining contemporary, test-based accountability regime characteristics and their implications for education policy. The article introduces one such characteristic, followed by an empirical analysis of the origins and impacts of test-based…

Educational Management: Theory and Practice.

ERIC Educational Resources Information Center

Bush, Tony

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in the…

Pedagogical Approaches to Exploring Theory-Practice Relationships in an Outdoor Education Teacher Education Programme

ERIC Educational Resources Information Center

Clayton, Kathleen; Smith, Heidi; Dyment, Janet

2014-01-01

Understanding theory-practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory-practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service…

Educational Accountability: A Qualitatively Driven Mixed-Methods Approach

ERIC Educational Resources Information Center

Hall, Jori N.; Ryan, Katherine E.

2011-01-01

This article discusses the importance of mixed-methods research, in particular the value of qualitatively driven mixed-methods research for quantitatively driven domains like educational accountability. The article demonstrates the merits of qualitative thinking by describing a mixed-methods study that focuses on a middle school's system of…

Mind the Gap: Accountability, Observation and Special Education

ERIC Educational Resources Information Center

Crowe, Christina C.; Rivers, Susan E.; Bertoli, Michelle C.

2017-01-01

There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper…

Practicing What We Teach: Trauma-Informed Educational Practice

ERIC Educational Resources Information Center

Carello, Janice; Butler, Lisa D.

2015-01-01

This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and…

National Advisory Council on Nurse Education and Practice Report to the Secretary of the Department of Health and Human Services on the Basic Registered Nurse Workforce.

ERIC Educational Resources Information Center

National Advisory Council on Nurse Education and Practice, Rockville, MD.

The National Advisory Council on Nurse Education and Practice (NACNEP) initiated an examination of basic registered nurse workforce issues in December 1994. NACNEP took into account the environment in which registered nurses (RNs) would practice, the appropriate educational qualifications needed, and the status of the registered nurse population…

[Relationship between tobacco consumption and sport practice among health and education science university students].

PubMed

Ayán Pérez, Carlos; Molina, Antonio J; Varela Mato, Verónica; Cancela Carral, José María; Barrio Lera, Juan Pablo; Martín Sánchez, Vicente

To identify the prevalence and relationship between the practice of sports and smoking in university students enrolled on accredited qualifications related to health and/or education sciences. Cross-sectional study including 540 students (average age of 21.3±3.8 years; 68% women) of the University of Vigo registered in degree programs linked to health (Physical Therapy and Nursing), or education (Pre-School, Primary School and Physical Activity and Sport Sciences) who answered an "ad hoc" questionnaire relating sports practice and tobacco consumption. Women showed a lower habit on sports practice and a higher tobacco consumption, regardless of their academic degree. The average share of students who recognized practicing sports was significantly minor in those enrolled in health careers (37.7 vs. 57.5%). Regarding tobacco consumption, the students enrolled in health careers reported the lowest prevalence (16.7%). Among the students associated to education, this prevalence was found to be 25.9%. The bivariate analysis showed a trend towards a lower sport practice among the smokers. This association was significant only among the moderate consumers. The findings of this research show a low prevalence in sports practice among students enrolled in degrees associated to health, and a more relevant tobacco consumption among those enrolled in degrees associated to education. It seems necessary to develop strategies aimed at promoting healthy habits that should be taking into account the tobacco consumption reported by the student. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Accountability, California Style: Counting or Accounting?

ERIC Educational Resources Information Center

Russell, Michael; Higgins, Jennifer; Raczek, Anastasia

2004-01-01

Across the nation and at nearly all levels of our educational system, efforts to hold schools accountable for student learning dominate strategies for improving the quality of education. At both the national and state level, student testing stands at the center of educational accountability programs, such that schools are effectively held…

Interaction between Philosophy of Education and Teaching Practice

ERIC Educational Resources Information Center

Bim-Bad, Boris Michailovich; Egorova, Lioudmila Ivanovna

2016-01-01

The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as "philosophy of education" is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as "practice," "teaching practice" are analysed in view of…

The Curriculum Design in Universities from the Perspective of Providers in Accounting Education

ERIC Educational Resources Information Center

Cheng, Kai-Wen

2007-01-01

Under the influence of globalization and the ongoing expansion of technology, many scholars believe that there is an obvious discrepancy of expectation between the providers of accounting education (i.e. teachers and students) and the demanders of that education (i.e. accounting firms and business enterprises) (Albrecht & Sack, 2000; Li, 1999; Ma,…

Open Educational Practices in Higher Education: Institutional Adoption and Challenges

ERIC Educational Resources Information Center

Murphy, Angela

2013-01-01

Open educational resources and open education practices have the potential to lower costs and increase participation in higher education. One hundred and ten individuals from higher education institutions around the world participated in a survey aimed at identifying the extent to which higher education institutions are currently implementing open…

Failure to account for practice effects leads to clinical misinterpretation of cognitive outcome following carotid endarterectomy.

PubMed

Marley, Christopher J; Sinnott, Andrew; Hall, Judith E; Morris-Stiff, Gareth; Woodsford, Paul V; Lewis, Michael H; Bailey, Damian M

2017-06-01

Carotid endarterectomy (CEA) is a surgical procedure to remove stenotic atherosclerotic plaque from the origin of the carotid artery to reduce the risk of major stroke. Its impact on postoperative cognitive function (POCF) remains controversial; complicated, in part, by a traditional failure to account for practice effects incurred during consecutive psychometric testing. To address this for the first time, we performed psychometric testing (learning and memory, working memory, attention and information processing, and visuomotor coordination) in 15 male patients aged 68  ±  8 years with symptomatic carotid stenosis the day before and 24 h following elective CEA (two consecutive tests, 48 h apart). Multiple baselining was also performed in a separate cohort of 13 educationally, anthropometrically and age-matched controls (63  ±  9 years) not undergoing revascularization at identical time points with additional measures performed over a further 96 h (four consecutive tests, each 48 h apart). A single consecutive test in the control group resulted in progressive improvements in learning and memory, working memory, and attention and information ( P  <   0.05 vs. Test 1), with three tests required before cognitive performance stabilized. Following correction for practice effects in the patient group, CEA was associated with a deterioration rather than an improvement in learning and memory as originally observed ( P  <   0.05). These findings highlight the potential for the clinical misinterpretation of POCF unless practice effects are taken into account and provide practical recommendations for implementation within the clinical setting. © 2017 The Authors. Physiological Reports published by Wiley Periodicals, Inc. on behalf of The Physiological Society and the American Physiological Society.

Improving School Accountability in California

ERIC Educational Resources Information Center

Larsen, S. Eric; Lipscomb, Stephen; Jaquet, Karina

2011-01-01

Federal education policy will soon undergo a major revision, with significant consequences for the state's own policy and practices. This report seeks to help federal and state policymakers consider this restructuring and one of its core questions: How should schools and school districts be held accountable for the academic progress of their…

Educational Reform: A Deweyan Perspective. Critical Educational Practice. Volume 10.

ERIC Educational Resources Information Center

Simpson, Douglas J.; Jackson, Michael J. B.

This book re-examines the reflective, controversial voice of John Dewey. Educators and policymakers must take into account various social, political, economic, philosophical, and professional considerations that influence both formal and informal education. Following the introduction by Harvey Neufeldt called "School Reform in Dewey's…

Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices.

PubMed

Kalb, Kathleen A; O'Conner-Von, Susan K; Brockway, Christine; Rierson, Cindy L; Sendelbach, Sue

2015-01-01

This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP). Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported. Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty. Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP. EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.

Practices of Compassionate, Critical, Justice-Oriented Teacher Education

ERIC Educational Resources Information Center

Conklin, Hilary G.; Hughes, Hilary E.

2016-01-01

In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an…

Competency-Based Course Outlines for Business and Office Education. Accounting, Business Data Processing, Clerical Accounting, and Recordkeeping Occupations. Revised.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

The course outlines contained in this book were developed to assist business educators with the implementation of competency-based instruction in Virginia. The outlines are for courses in accounting, business data processing, clerical accounting, and recordkeeping occupations. Each outline is composed of a course description; a listing of skill…

Charter Schools, Enrollment Size, and Educational Accountability: A Preliminary Arizona Analysis

ERIC Educational Resources Information Center

Milliman, Scott

2016-01-01

Many policy analysts favor holding deficient public schools accountable: Either they should improve or else close. Hypotheses are developed which explore how school type (district, charter) and enrollment size influence these two accountability outcomes for deficient Arizona elementary campuses operating under two educational oversight regimes: No…

Education by Objectives: Putting Teacher Accountability into Perspective

ERIC Educational Resources Information Center

Valentine, Ivan E.; Larson, Milton E.

1976-01-01

If education by objectives is to be firmly established as an instructional approach, teachers must insist on a validated curriculum that truly prepares students to secure employment and to function effectively in society. This means members of the community responsible for fund allocation and resource selection must also be accountable. (Author/BP)

Care of the Self in a Context of Accountability

ERIC Educational Resources Information Center

Gunzenhauser, Michael G.

2008-01-01

Background/Context: This article is a part of a larger philosophical and empirical project by the author and collaborators to understand the ways in which high-stakes accountability policy fosters normalizing educational practices and concomitant resistance by educators and students. Purpose/Objective/Research Question/Focus of Study: In this…

Stumbling Blocks in the Implementation of Accounting Education Reform: Evidence from Hong Kong

ERIC Educational Resources Information Center

Chen, Theodore T. Y.

2016-01-01

In determining whether stumbling blocks exist in the implementation of accounting education reform in Hong Kong, a survey questionnaire was sent to all accounting departments at public universities representing accounting academics, and the Hong Kong Institute of Certified Public Accountants representing the profession. The survey showed that both…

International Accounting and the Accounting Educator.

ERIC Educational Resources Information Center

Laribee, Stephen F.

The American Assembly of Collegiate Schools of Business (AACSB) has been instrumental in internationalizing the accounting curriculum by means of accreditation requirements and standards. Colleges and universities have met the AACSB requirements either by providing separate international accounting courses or by integrating international topics…

Practical Theory in Correctional Education.

ERIC Educational Resources Information Center

Semmens, Robert A.

1989-01-01

Argues for learner motivation emphasis in teaching practice, application of school organization and classroom climate findings to prisoner education program development, and a cooperative administrative approach. Urges implementation of a social interaction learning model to achieve state educational aims for all students. (LAM)

Toward Sustainable Practices in Technology Education

ERIC Educational Resources Information Center

Elshof, Leo

2009-01-01

This paper discusses the problematic relationship between technology education, consumption and environmental sustainability. The emerging global sustainability crisis demands an educational response that moves beyond mere "tinkering" with classroom practices, toward technology education which embraces life cycle thinking and…

Practice transition in graduate medical education.

PubMed

Shaffer, Robyn; Piro, Nancy; Katznelson, Laurence; Gephart, Melanie Hayden

2017-10-01

Debt repayment, professional negotiation and practice management skills are vital to a successful medical practice, yet are undervalued and seldom taught in graduate medical education. Medical residents need additional training to confidently transition to independent practice, requiring the development of novel curricula. Medical residents need additional training to confidently transition to independent practice METHODS: We developed a trial practice management curriculum to educate senior residents and fellows through voluntary workshops. Topics discussed in the workshops included debt repayment, billing compliance, medical malpractice, contract negotiations, and lifestyle and financial management. Resident self-confidence was assessed, and feedback was obtained through voluntary survey responses before and after attendance at a workshop, scored using a Likert scale. Twenty-five residents from 20 specialties attended a 1-day session incorporating all lectures; 53 residents from 17 specialties attended a re-designed quarterly session with one or two topics per session. Survey evaluations completed before and after the workshop demonstrated an improvement in residents' self-assessment of confidence in contract negotiations (p < 0.001) and their first year in practice (p < 0.001): after the curriculum, 94 per cent (n = 42) of respondents felt confident participating in contract negotiations, and 93 per cent (n = 38) of respondents felt confident about their first year in practice. One hundred per cent of respondents agreed that the presentation objectives were relevant to their needs as residents. Participant responses indicated a need for structured education in practice management for senior trainees. Senior residents and fellows will benefit most from curricula, but have high familial and professional demands on their schedules. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Participatory Practices in Adult Education.

ERIC Educational Resources Information Center

Campbell, Pat, Ed.; Burnaby, Barbara, Ed.

Participatory education is a collective effort in which the participants are committed to building a just society through individual and socieoeconomic transformation and to ending domination through changing power relations. This book describes participatory practices in many environments, including educational and penal institutions,…

Accounting Manual for Educational Service Districts in the State of Washington

ERIC Educational Resources Information Center

Lunghofer, Daniel S.

2010-01-01

This manual provides principles that are an integral part of the accounting requirements for educational service districts (ESDs) in the state of Washington. They are in conformance with generally accepted accounting principles, except where referenced in the ESD principles that follow. This manual provides guidance on the following topics:(1)…

The History of Evidence-Based Practice in Nursing Education and Practice.

PubMed

Mackey, April; Bassendowski, Sandra

Beginning with Florence Nightingale in the 1800s and evolving again within the medical community, evidence-based practice continues to advance along with the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains. The concept evidence-based practice is defined, and the similarities and differences to evidence-based medicine are discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline. Copyright © 2016 Elsevier Inc. All rights reserved.

Accounting Education for the Non-Accountant.

ERIC Educational Resources Information Center

Spiceland, J. David

1983-01-01

The nondegree Certified Public Accountant (CPA) preparation program at Memphis State University is an accelerated series of eight credit courses in accounting designed for those who have earned a nonaccounting degree and need the technical training and required courses to enable them to take the CPA examination in Tennessee. (JOW)

Alignment of breast cancer screening guidelines, accountability metrics, and practice patterns.

PubMed

Onega, Tracy; Haas, Jennifer S; Bitton, Asaf; Brackett, Charles; Weiss, Julie; Goodrich, Martha; Harris, Kimberly; Pyle, Steve; Tosteson, Anna N A

2017-01-01

Breast cancer screening guidelines and metrics are inconsistent with each other and may differ from breast screening practice patterns in primary care. This study measured breast cancer screening practice patterns in relation to common evidence-based guidelines and accountability metrics. Cohort study using primary data collected from a regional breast cancer screening research network between 2011 and 2014. Using information on women aged 30 to 89 years within 21 primary care practices of 2 large integrated health systems in New England, we measured the proportion of women screened overall and by age using 2 screening definition categories: any mammogram and screening mammogram. Of the 81,352 women in our cohort, 54,903 (67.5%) had at least 1 mammogram during the time period, 48,314 (59.4%) had a screening mammogram. Women aged 50 to 69 years were the highest proportion screened (82.4% any mammogram, 75% screening indication); 72.6% of women at age 40 had a screening mammogram with a median of 70% (range = 54.3%-84.8%) among the practices. Of women aged at least 75 years, 63.3% had a screening mammogram, with the median of 63.9% (range = 37.2%-78.3%) among the practices. Of women who had 2 or more mammograms, 79.5% were screened annually. Primary care practice patterns for breast cancer screening are not well aligned with some evidence-based guidelines and accountability metrics. Metrics and incentives should be designed with more uniformity and should also include shared decision making when the evidence does not clearly support one single conclusion.

Accounting 10-20-30. Business Education Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This curriculum guide is one of nine such guides developed for an Alberta high school business education program. Its content covers the main subject area or strand of accounting. Subject to the constraints outlined in the guide, the modules are to be formatted into three- or four-credit courses within each strand. Introductory materials include a…

Can Kant Have an Account of Moral Education?

ERIC Educational Resources Information Center

Moran, Kate A.

2009-01-01

There is an apparent tension between Immanuel Kant's model of moral agency and his often-neglected philosophy of moral education. On the one hand, Kant's account of moral knowledge and decision-making seems to be one that can be self-taught. Kant's famous categorical imperative and related "fact of reason" argument suggest that we learn the…

Evaluation Instruments and Good Practices in Online Education

ERIC Educational Resources Information Center

Baldwin, Sally J.; Trespalacios, Jesús

2017-01-01

Chickering and Gamson's (1987) "Seven Principles for Good Practice in Undergraduate Education" offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions…

The physician as health advocate: translating the quest for social responsibility into medical education and practice.

PubMed

Dharamsi, Shafik; Ho, Anita; Spadafora, Salvatore M; Woollard, Robert

2011-09-01

There is a growing demand for educating future physicians to be socially responsible. It is not clear, however, how social responsibility is understood and acted on in medical education and practice, particularly within the context of a growing desire to improve health care through an equitable and sustainable delivery system. The authors conduct a concept analysis, exploring the practical philosophical understanding of social responsibility and its implications for medical education and practice. The aim is to inform curricular development, professional practice, and further research on social responsibility. The particular ways in which social responsibility is interpreted can either enhance or establish limits on how it will appear across the continuum of medical education and practice. A physician's place in society is closely tied to a moral sense of responsibility related to the agreed-on professional characteristics of physicianhood in society, the capacity to carry out that role, and the circumstances under which such professionals are called to account for failing to act appropriately according to that role. The requirement for social responsibility is a moral commitment and duty developed over centuries within societies that advanced the notion of a "profession" and the attendant social contract with society. A curriculum focused on developing social responsibility in future physicians will require pedagogical approaches that are innovative, collaborative, participatory, and transformative.

Beliefs of Certified Public Accountants toward Distance Education: A Statewide Georgia Survey.

ERIC Educational Resources Information Center

Perdue, Kathy J.; Valentine, Thomas

1998-01-01

Examines the beliefs of certified public accountants (CPAs) in the state of Georgia concerning the effectiveness of distance education in providing continuing professional education (CPE). Findings indicate that the CPAs believe distance education to be an effective mode of learning, and that necessary technological capabilities are available to…

Scoping the role and education needs of practice nurses in London.

PubMed

Procter, Susan; Griffiths, Lauren; Fanning, Agnes; Wallman, Lizzie; Loveday, Heather P

2017-07-01

Aims To identify education priorities for practice nursing across eight London Clinical Commissioning Groups (CCGs); to identify the education, training, development and support needs of practice nurses in undertaking current and future roles. The education needs of practice nurses have long been recognised but their employment status means that accessing education requires the support of their GP employer. This study scopes the educational requirements of the practice nurse workforce and working with educational providers and commissioners describes a coherent educational pathway for practice nurses. A survey of practice nurses to scope their educational attainment needs was undertaken. Focus groups were carried out which identified the education, training, development and support needs of practice nurses to fulfil current and future roles. Findings A total of 272 respondents completed the survey. Practice nurses took part in three focus groups (n=34) and one workshop (n=39). Findings from this research indicate a practice nurse workforce which lacked career progression, role autonomy or a coherent educational framework. Practice nurses recognised the strength of their role in building relationship-centred care with patients over an extended period of time. They valued this aspect of their role and would welcome opportunities to develop this to benefit patients. This paper demonstrates an appetite for more advanced education among practice nurses, a leadership role by the CCGs in working across the whole system to address the education needs of practice nurses, and a willingness on the part of National Health Service education commissioners to commission education which meets the education needs of the practice nurse workforce. Evidence is still required, however, to inform the scope of the practice nurse role within an integrated system of care and to identify the impact of practice nursing on improving health outcomes and care of local populations.

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

ERIC Educational Resources Information Center

Guckert, Mary; Mastropieri, Margo A.; Scruggs, Thomas E.

2016-01-01

Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers' perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and…

Educational Economics: Some Practical Thoughts.

ERIC Educational Resources Information Center

Schmidt, Gene L.; Bartalo, Donald B.

1984-01-01

Presents a practical viewpoint of the economic necessities of funding education and a general model for restoring economic stability. This involves a fixed "Basic Education Budget" not subject to voter approval, an "Index for Fixed School Costs" based on socioeconomic status of the community, and increased community…

Geriatrics in family practice residency education: an unmet challenge.

PubMed

Gazewood, John D; Vanderhoff, Bruce; Ackermann, Richard; Cefalu, Charles

2003-01-01

The aging of the US population poses one of the greatest future challenges for family practice residency graduates. At a time when our discipline should be strengthening geriatric education to address the needs of our aging population, the Group on Geriatric Education of the Society of Teachers of Family Medicine believes that recent guidelines from important family medicine organizations suggest that our discipline's interest in geriatric education may be waning. Barriers to improving geriatric education in family practice residencies include limited geriatric faculty, changes in geriatric fellowship training, competing curricular demands, and limited diversity of geriatric training sites. Improving geriatric education in family practice residencies will require greater emphasis on faculty development and integration of geriatric principles throughout family practice residency education. The Residency Review Committee for Family Practice should review the Program Requirements for Residency Education to ensure that geriatric training requirements are consistent with current educational needs. The leadership of family medicine organizations should collaboratively address the need for continued improvement in training our residents to care for older patients and the chronically ill.

Policies, Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education

ERIC Educational Resources Information Center

Ward, Phillip

2016-01-01

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education…

Best Practices in Boater Safety Education.

ERIC Educational Resources Information Center

Graefe, Alan R.

Recreational boating education in the United States is offered through a system of government agencies and non-government organizations, including the boating industry. The "best practices" in boater safety education include means of ensuring the availability of education programs, ensuring the content and quality of the educational…

Deliberate Practice in Teacher Education

ERIC Educational Resources Information Center

Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.

2014-01-01

Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different…

Teaching Reflective Practice in Practice Settings: Students' Perceptions of Their Clinical Educators

ERIC Educational Resources Information Center

Trede, Franziska; Smith, Megan

2012-01-01

Reflective practice in practice settings can enhance practice knowledge, self-assessment and lifelong learning, develop future practice capability and professional identity, and critically appraise practice traditions rather than reproduce them. The inherent power imbalance between student and educator runs the risk for the reflective practice…

Coordinating medical education and health care systems: the power of the social accountability approach.

PubMed

Boelen, Charles

2018-01-01

As the purpose of medical education is to produce graduates able to most effectively address people's health concerns, there is general agreement that coordination with the health care system is essential. For too long, coordination has been dealt with in a subjective manner with only few landmarks to ensure objective and measurable achievements. Over the last 30 years, since the Edinburgh Declaration on medical education, progress has been made, namely with the concept of social accountability. The social accountability approach provides a way to plan, deliver and assess medical education with the explicit aim to contribute to effective, equitable and sustainable health system development. It is based on a system-wide scope exploring issues from identification of people's and society's health needs to verification of the effects of medical education in meeting those needs. A wide international consultation among medical education leaders led to the adoption of the Global Consensus on Social Accountability of Medical Schools. Benchmarks of social accountability are in the process of being conceived and tested, enabling medical schools to steer medical education in a more purposeful way in relation to determinants of health. A sample of schools using the social accountability approach claims to have had a positive influence on health care system performance and people's health status. Improved coordination of medical education and other key stakeholders in the health system is an important challenge for medical schools as well as for countries confronted with an urgent need for optimal use of their health workforce. There is growing interest worldwide in defining policies and strategies and supporting experiences in this regard. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Procuring Contracting Officers’ Perceptions of the Contributions Made to Defense Cost Accounting Practices by CAS 401-416.

DTIC Science & Technology

1981-09-01

8217 PERCEPTIONS OF THE CONTRIBUTIONS MADE TO DEFENSE COST ACCOUNTING PRACTICES BY CAS 401-416 Captain Bruce E. Simpson, USA LSSR 70-81 The contents of...CONTRIBUTIONS MADE TO DEFENSE MastersThesis COST ACCOUNTING PRACTICES BY CAS 401-416 6. PEROR ING OG. REPORT NUMBER 7. AUTHOR(e) S. CONTRACT OR GRANT...SUPPLEMENTARY NOTES 19. KEY WORDS (Con~tiue, on revere side it naoeaaeuy and Identify by block nuffler) Accounting Cost Accounting Cost Accounting Standards

Barriers to Accountability Implementation in the Education Directorates in the Kingdom of Saudi Arabia

ERIC Educational Resources Information Center

Kentab, Mohammad Yousef

2016-01-01

The study aimed to identify the barriers to accountability implementation in the education directorates and to know the suggestions for applying accountability in the education directorates in the Kingdom of Saudi Arabia from the study members' point of view. For the purpose of achieving the objectives and procedures of the study, the descriptive…

Outcome-Based Education and Student Learning in Managerial Accounting in Hong Kong

ERIC Educational Resources Information Center

Lui, Gladie; Shum, Connie

2012-01-01

Although Outcome-based Education has not been successful in public education in several countries, it has been successful in the medical fields in higher education in the U.S. The author implemented OBE in her Managerial Accounting course in H.K. Intended learning outcomes were mapped again Bloom's Cognitive Domain. Teaching and learning…

Task Force on Education Funding Equity, Accountability, and Partnerships. Preliminary Report.

ERIC Educational Resources Information Center

Maryland State Dept. of Legislative Services, Annapolis.

In 1997, Maryland formed the Task Force on Education Funding Equity, Accountability, and Partnerships to ensure that students throughout Maryland have an equal opportunity for academic success. The Task Force's preliminary report features a comprehensive review of education funding and programs in grades K-12. The report presents membership and…

The Blame Game: Accounting Education Is Not Alone

ERIC Educational Resources Information Center

Dosch, Robert J.; Wambsganss; Jacob R.

2006-01-01

W. S. Albrecht and R. J. Sack (2000) noted that accounting education was on the path to destruction if major changes were not made. Moreover, K. Russell and C. Smith (2003) went so far as to state, "If we are looking for a primary contributing cause of corporate malfeasance ... we need look no further than the classrooms of college and university…

Pedagogical Practices of Reflection in Tertiary Dance Education

ERIC Educational Resources Information Center

Leijen, Ali; Lam, Ineke; Simons, P. Robert-Jan; Wildschut, Liesbeth

2008-01-01

The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to…

Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature since 1995

ERIC Educational Resources Information Center

Standal, Oyvind F.; Moe, Vegard F.

2013-01-01

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review…

Recent Trends in Higher Education: Accountability, Efficiency, Technology, and Governance.

ERIC Educational Resources Information Center

Lahey, John L.; Griffith, Janice C.

2002-01-01

Discusses the impact of trends in higher education regarding increasing demands for accountability, greater financial efficiency, increasing use of technology, and changes in organization and governance. Discusses the implications for law schools. (EV)

Bringing Research into Educational Practice: Lessons Learned

ERIC Educational Resources Information Center

Hille, Katrin

2011-01-01

Bringing research into educational practice is necessary but does not happen automatically. The Transfercenter for Neuroscience and Learning, at the University of Ulm in Germany, is set up to transfer (neuro)scientific knowledge into educational practice. In doing so we have learned why this does not happen automatically, and have tried to make…

Inclusive Educational Practice in Europe: Psychological Perspectives

ERIC Educational Resources Information Center

Arnold, Christopher, Ed.; Horan, Jacqueline, Ed.

2017-01-01

The inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don't adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will…

The State of Accounting Education Scholarship in New Zealand

ERIC Educational Resources Information Center

Adler, Ralph

2012-01-01

This paper examines publishing trends of New Zealand accounting education scholars over the 20-year period 1991-2010. Longitudinal analyses of the annual number of publications, research theme studied, researcher productivity, and institutional productivity, along with cross-sectional analyses of authors' Hirsch "h"-index scores, the…

Voices in Education: Accountability in Teacher Education and the National Council on Teacher Quality

ERIC Educational Resources Information Center

Paulson, Sharon; Marchant, Greg

2011-01-01

Personally, the authors have seen the evolution of teacher education for over 30 years. From "diagnostic/prescriptive teaching" through "reflective practice," the quality of the programs and students has improved greatly. Turning that subjective appraisal into a quantifiable evaluation is a tricky enterprise in education. However, the demand for…

Practice Notes: Strategies in Health Education

ERIC Educational Resources Information Center

Health Education & Behavior, 2007

2007-01-01

The Practice Notes section is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. Periodically, articles presenting perspectives on practice-related issues are also…

Back to the Future: Implementing a Broad Economic, Inquiry-Based Approach to Accounting Education

ERIC Educational Resources Information Center

Frecka, Thomas J.; Morris, Michael H.; Ramanan, Ramachandran

2004-01-01

Motivated by concerns about the quality of accounting education and calls for a broader, more active approach to learning by numerous accounting educators and practitioners over the past 2 decades, the authors of this article sought to provide a framework and example materials to address those issues. The framework makes use of broad, economic…

Narrative reflective practice in medical education for residents: composing shifting identities

PubMed Central

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students’ professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called “parallel charts”. They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making. PMID:23745070

Narrative reflective practice in medical education for residents: composing shifting identities.

PubMed

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.

A Neo-Aristotelian Account of Education, Justice, and the Human Good

ERIC Educational Resources Information Center

Curren, Randall

2013-01-01

This article sketches the contours of a neo-Aristotelian account of education, justice, and the human good, organized around a sequence of three increasingly distinctive features of the Aristotelian understanding of respect for persons as rational beings. The first and second of these features bear on important aspects of educational justice,…

Task Force on Education Funding Equity, Accountability, and Partnerships. Final Report.

ERIC Educational Resources Information Center

Maryland State Dept. of Legislative Services, Annapolis.

In 1997, Maryland formed the Task Force on Education Funding Equity, Accountability, and Partnerships. The group made a comprehensive review of education funding and programs in grades K-12 to ensure that students throughout Maryland have an equal opportunity for academic success. The task force's final report features the membership roster, the…

Quality, Social Justice and Accountability--Crucial Determinants of Excellence in Education

ERIC Educational Resources Information Center

Rossouw, J. P.

2015-01-01

Internationally, the quality of education, social justice and accountability can be regarded as key elements of successful school systems and societies. Separately or jointly, these elements can be analysed and debated as distinct fields of study, and linked to an education system to determine the success thereof. Being a pivotal element of…

Academic and Educational Development: Research, Evaluation and Changing Practice in Higher Education. Staff and Educational Development Series.

ERIC Educational Resources Information Center

Macdonald, Ranald; Wisdom, James

This practice-oriented book brings together research and evaluation approaches and supporting case studies from educational researchers and teachers. The emphasis is on changing practice in higher education and the research that underpins desirable development. Following an introduction, chapter 1 presents Educational Development Changing Practice…

P-12 Engineering Education Research and Practice

ERIC Educational Resources Information Center

Moore, Tamara; Richards, Larry G.

2012-01-01

This special issue of "Advances in Engineering Education" explores recent developments in P-12 Engineering Education. It includes papers devoted to research and practice, and reports some of the most exciting work in the field today. In our Call of Papers, we solicited two types of papers: Research papers and Practice papers. The former…

Applying adult learning practices in medical education.

PubMed

Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

2014-07-01

The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead

Multicultural Education Course Put into Practice

ERIC Educational Resources Information Center

Jun, Eun Jeong

2016-01-01

This study examines the ways in which two teachers who have previously taken a multicultural education course put into practice multicultural teaching in a first grade afterschool program. Banks' five dimensions of multicultural education are used as the theoretical framework for analyzing past research on multicultural education courses and for…

Playing Hopscotch in Inclusive Education Reform: Examining Promises and Limitations of Policy and Practice in the US

ERIC Educational Resources Information Center

Waitoller, Federico R.; Thorius, Kathleen King

2015-01-01

In this article, we provide commentary on the "state of play" of inclusive education in the United States. We focus on the promises and limitations of inter-related accountability- and market-driven policies and Response to Intervention (RTI) (Vaughn and Fuchs, 2003). We argue that these policies and practice have "hopscotched"…

Toward an Ontology of Practices in Educational Administration: Theoretical Implications for Research and Practice

ERIC Educational Resources Information Center

Newton, Paul; Riveros, Augusto

2015-01-01

In this article, we argue for a study of educational administration centered on an "ontology of practices." This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners.…

Status of pharmacy practice experience education programs.

PubMed

Danielson, Jennifer; Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K; Harralson, Arthur F

2014-05-15

To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes.

Waste in Education: The Potential of Materiality and Practice

ERIC Educational Resources Information Center

Jørgensen, Nanna Jordt; Madsen, Katrine Dahl; Laessøe, Jeppe

2018-01-01

This article explores how waste materials and waste practices figure in education, pointing to educational potentials of waste which have hitherto received little consideration in environmental and sustainability education practice and research. Building on empirical research on waste education in Danish schools and preschools, we discuss how an…

Education and Practice Barriers for Certified Registered Nurse Anesthetists.

PubMed

Malina, Debra P; Izlar, Janice J

2014-05-31

Of the recognized advanced practice registered nursing (APRN) specialties, Certified Registered Nurse Anesthetists (CRNAs) have historically experienced the most vigorous and organized resistance from outside entities regarding rights to practice to the full scope of their education and experience. Opposition to nurse anesthetists practicing to the full scope of their education and training is present in the clinical arena and educational milieu.

The impact of 'Generation Y' occupational therapy students on practice education.

PubMed

Hills, Caroline; Ryan, Susan; Smith, Derek R; Warren-Forward, Helen

2012-04-01

Many occupational therapy students can be classified as 'Generation Y', a group whose characteristics are perceived as being confident, optimistic and 'techno-savvy'. This study aimed to explore practice educator perceptions of 'Generation Y' students. A questionnaire survey was sent to all practice educators affiliated with the university. The survey contained fixed choice questions on demographics and educators' knowledge of the term 'Generation Y', followed by open-ended questions on practice educator perceptions of occupational therapy 'Generation Y' students and the educational strategies used in practice education. Anonymous responses were analysed using descriptive statistics, attribute coding and content analysis. Most educators considered that there was, in fact, a 'Generation Y student', describing them as confident with technology, over confident in their skill level and easily bored. Practice educators raised concerns regarding students' casual communication, poor professional behaviour, shallow professional reasoning and difficulty when receiving negative feedback. Overall, the results of this study suggest that 'Generation Y' students are having both a negative and a positive impact on practice education in occupational therapy. For educators, management of the overconfident student and professional reasoning development should be addressed in university practice education workshops. For students, the need for clarification of placement expectations on professional behaviour and communication was indicated. Students may also require 'listening to feedback' skill development prior to practice education. Universities and practice educators should consider the development of technological resources for practice education, including simulation, to meet the needs of the, now recognised 'Generation Y' student. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Critical thinking, educational preparation, and development of moral judgment among selected groups of practicing nurses.

PubMed

Ketefian, S

1981-01-01

The focus of this descriptive study was the relationship between critical thinking, educational preparation, and level of moral judgment in 79 practicing nurses. The Watson-Glaser Critical Thinking Appraisal Test was used to measure critical thinking; information on the participating nurses' educational preparation was obtained from a personal information sheet. Moral judgment was measured by Rest's Defining Issues Test. The hypothesis that critical thinking would be positively related to moral judgment was tested by Pearson product moment correlation; the obtained coefficient of .5326 was significant at the .001 level. The hypothesis that there would be a difference between professional and technical nurses' moral judgments was tested through a one-way analysis of variance. The F ratio (F [1,77] = 9.6) was significant beyond the .01 level. Data also supported the hypothesis that critical thinking and educational preparation would predict greater variance in moral judgment than either variable alone, which was tested through multiple regression analysis (F [2,75] = 18.3, p = .01). Critical thinking and education together accounted for 32.9 percent of the variance in moral judgment. Implications of the findings are discussed for nursing research, practice, and education.

Institutions of Higher Education Pre-Service School Health Education Practices

ERIC Educational Resources Information Center

Davidson, Brad; Telljohann, Susan K.; Dake, Joseph A.; Price, James H.

2010-01-01

Background: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to…

Budgeting and Accounting in OECD Education Systems: A Literature Review. OECD Education Working Papers, No. 128

ERIC Educational Resources Information Center

Fakharzadeh, Tala

2016-01-01

Recent demographic, economic and political trends have drawn attention to the issue of effectiveness and efficiency in the use of resources in the education sector. In the context of the renewed interest for the optimisation of resource use, this paper attempts to review the literature on budgeting and accounting in OECD education systems. The…

Educational Practice, Student Experience, and the Purpose of Education--A Critique of "Pedagogy in Practice"

ERIC Educational Resources Information Center

Klitmøller, Jacob

2016-01-01

The focus of the present paper is a critical discussion of the recently developed concept Pedagogy in Practice (PiP) with the intention of improving the concept for future research. PiP aims to understand ongoing educational practice from the students' perspective by interviewing groups of students about their understanding of learning. By…

An Observational Assessment of Accountability Systems for Our "Handicapped" Students and Their Impact on Educators.

ERIC Educational Resources Information Center

Kunzweiler, Charles

1981-01-01

Present systems of accountability, which require excessive paperwork and force teachers into the "Directive Teaching Model," cause special education teachers to be accountable to the system rather than to self-actualization needs of students. Special education teachers must have the freedom and training to create "unique"…

The Infrastructure of Accountability: Data Use and the Transformation of American Education

ERIC Educational Resources Information Center

Anagnostopoulos, Dorothea, Ed.; Rutledge, Stacey A., Ed.; Jacobsen, Rebecca, Ed.

2013-01-01

"The Infrastructure of Accountability" brings together leading and emerging scholars who set forth an ambitious conceptual framework for understanding the full impact of large-scale, performance-based accountability systems on education. Over the past 20 years, schools and school systems have been utterly reshaped by the demands of…

MOOC-Making and Open Educational Practices

ERIC Educational Resources Information Center

Czerniewicz, Laura; Deacon, Andrew; Glover, Michael; Walji, Sukaina

2017-01-01

MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the first MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original openness goals than anticipated. The aim of this study is to examine the practices and attitudes of MOOC educators at an African…

Whole-School Success and Inclusive Education: Building Partnerships for Learning, Achievement, and Accountability. Special Education Series.

ERIC Educational Resources Information Center

Sailor, Wayne, Ed.

This collection of papers examines inclusive education practices in public schools. There are 14 papers in 4 parts. Part 1, "Inclusive Education in a Context of Emerging Partnerships," includes: (1) "Devolution, School/Community/Family Partnerships, and Inclusive Education" (Wayne Sailor); (2) "The Implications of Goals 2000 for Inclusive…

Status of Pharmacy Practice Experience Education Programs

PubMed Central

Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K.; Harralson, Arthur F.

2014-01-01

Objective. To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Methods. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. Results. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. Conclusion. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes. PMID:24850934

The Art of Educational Leadership: Balancing Performance and Accountability

ERIC Educational Resources Information Center

English, Fenwick W.

2007-01-01

"The Art of Educational Leadership: Balancing Performance and Accountability" stresses the human side of leadership. No other text on this topic demonstrates so ably the importance of artistry in leadership in a field that has been lopsidedly dominated by concepts informed by science. Presenting the idea that leadership is an art, this book…

Elementary Students' Accounts of Optimal Challenge in Physical Education

ERIC Educational Resources Information Center

Mandigo, James L.; Holt, Nicholas L.

2006-01-01

The purpose of this study was to examine elementary school students' accounts of optimal challenge. Twenty-seven children (aged 7-9 years) participated in semi-structured interviews during which they were shown a video-recording of their participation in a physical education class and invited to describe their experiences of optimally challenging…

48 CFR 52.230-4 - Disclosure and Consistency of Cost Accounting Practices-Foreign Concerns.

Code of Federal Regulations, 2010 CFR

2010-10-01

... CONTRACT CLAUSES Text of Provisions and Clauses 52.230-4 Disclosure and Consistency of Cost Accounting... Disclosure Statement, disclose in writing its cost accounting practices as required by 48 CFR 9903.202-1... 48 Federal Acquisition Regulations System 2 2010-10-01 2010-10-01 false Disclosure and Consistency...

Integrating postgraduate and undergraduate general practice education: qualitative study.

PubMed

O'Regan, Andrew; Culhane, Aidan; Dunne, Colum; Griffin, Michael; McGrath, Deirdre; Meagher, David; O'Dwyer, Pat; Cullen, Walter

2013-05-01

Educational activity in general practice has increased considerably in the past 20 years. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' capacity to fulfil this role. To explore the potential for vertical integration in undergraduate and postgraduate education in general practice, by describing the experience of (and attitudes towards) 'vertical integration in general practice education' among key stakeholder groups. Qualitative study of GPs, practice staff, GPs-in-training and medical students involving focus groups which were thematically analysed. We identified four overarching themes: (1) Important practical features of vertical integration are interaction between learners at different stages, active involvement in clinical teams and interagency collaboration; (2) Vertical integration may benefit GPs/practices, students and patients through improved practice systems, exposure to team-working and multi-morbidity and opportunistic health promotion, respectively; (3) Capacity issues may challenge its implementation; (4) Strategies such as recognising and addressing diverse learner needs and inter-agency collaboration can promote vertical integration. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.

[Medicine in Brazil today: education and practice].

PubMed

Gonçalves, E L

1990-01-01

Present situation of medical education and medical practice in Brazil is analyzed, and the scientific-technological impact in medical practice is studied, in both diagnostic and therapeutic aspects. The influence of scientific methods in medical education, specifically the Flexner's contribution, is evaluated. In the recent years, Flexner's propositions have been put in question, particularly because of important contributions of psychology, anthropology and sociology to a better knowledge of human nature. Therefore many curricular alternatives have been proposed, aiming at a medical education that would favor the formation of well poised personality and a critical intelligence.

Accounting Educators Plan to Update Curriculum, Debate Tighter Entrance Requirements for CPA's.

ERIC Educational Resources Information Center

Evangelauf, Jean

1989-01-01

The American Institute of Certified Public Accountants has ruled that by the year 2000, new members must have 150 credits in higher education (a year of study beyond the bachelor's degree) due to the increased complexity of accounting. The transition to the new requirements is predicted to be disruptive. (MSE)

Educating Professional Accountants for the Twenty-First Century: A Point of View.

ERIC Educational Resources Information Center

Bloom, Robert; Debessay, Araya

1984-01-01

Points out the need to change the direction of accounting education. Indicates that students need to learn to think and be critical and be prepared to cope with future issues and controversies. Accountancy must be viewed as a dynamic profession that changes as the socioeconomic and political climate changes. (JOW)

“A memorable consultation”: Writing reflective accounts articulates students’ learning in general practice

PubMed Central

Svenberg, Kristian; Wahlqvist, Mats; Mattsson, Bengt

2007-01-01

Objectives To explore and analyse students’ learning experiences of a memorable consultation during a final-year attachment in general practice. Setting After a two-week primary care attachment in the undergraduate curriculum, students were invited to write a reflective account of a memorable consultation. Design A total of 52 reflective accounts were read and processed according to qualitative content analysis. Credibility of the analysis was validated by two co-authors reading the descriptions separately and trustworthiness was tested at local seminars. Results Three main themes emerged. In “The person beyond symptoms” the students recognize the individual properties of a consultation. “Facing complexity” mirrors awareness of changing tracks in problem-solving and strategies of handling unclear conditions. “In search of a professional role” reflects the interest in role modelling and the relation to the supervisor. Conclusion Involving students in writing reflective accounts appears to stimulate them to articulate practice experiences of the consultation. PMID:17497483

Called to Account: New Directions in School Accountability. Quality Counts. Education Week. Volume 35, Number 16

ERIC Educational Resources Information Center

Edwards, Virginia B., Ed.

2016-01-01

For the past decade and a half, the fight to improve America's schools has been fought largely on two fronts: academic standards as one battleground, and accountability the other, with the issue of mandatory testing adding heat to a very public--and increasingly politicized--debate. The questions for policymakers and educators are as direct as…

Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

PubMed

Naidu, Thirusha; Kumagai, Arno K

2016-03-01

The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself.

Pedagogical Practices in Early Childhood Education and Care in Tanzania: Policy and Practices

ERIC Educational Resources Information Center

Mligo, Ignasia; Mitchell, Linda; Bell, Beverley

2016-01-01

The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred…

Mathematics Education as a Practice: A Theoretical Position

ERIC Educational Resources Information Center

Grootenboer, Peter; Edwards-Groves, Christine

2013-01-01

In this paper we will examine mathematics education using practice theory. We outline the theoretical and philosophical ideas that have been developed, and in particular, we discuss the "sayings," "doings," and "relatings" inherent in the teaching and learning practices of mathematics education. This theorising is…

Inclusive Education in Thailand: Practices and Challenges

ERIC Educational Resources Information Center

Vorapanya, Sermsap; Dunlap, Diane

2014-01-01

In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of inclusive education. This article provides a historical overview of special education in Thailand and the emergence of inclusive education as it moves from policy to practice. To further identify the challenges faced…

Lessons for Teacher Education from Corporate Practice.

ERIC Educational Resources Information Center

Houston, W. Robert

1987-01-01

Teacher education suffers from parochialism and is essentially the same today as it was 50 years ago. Corporate education programs are large and well developed, and adoption of their promising ideas could improve teacher education. Eight conclusions about corporate educational practices are presented from a study of corporate training programs…

Digital Game-Based Learning in Accounting and Business Education

ERIC Educational Resources Information Center

Carenys, Jordi; Moya, Soledad

2016-01-01

This article presents a review of the accounting and business literature on digital game-based learning (DGBL). The article classifies what is already settled in the literature about the theoretical foundations of DGBL's effectiveness and its practical use into three categories. The first comprises what is known about the evaluation of digital…

Teaching mathematics remotely: changed practices in distance education

NASA Astrophysics Data System (ADS)

Lowrie, Tom; Jorgensen, Robyn

2012-09-01

This investigation explored the challenges of creating meaningful mathematics practices for a community engaged in Distance Education (DE). Specifically, the study maps the influence of new technologies on the practices of a learning community where mathematics was taught remotely. The theoretical framework of this study utilised Bourdieu's work on practice to consider the changed nature of the field, in this case, remote education provision, over time. By using Bourdieu's notion of field, we are better able to understand the ways in which practices and discourses shape particular ways of working in rural education provision. The results of the study show that Field 1 was innovative and beyond the non-school world, while Field 2 lagged behind the technological resources of the non-school world.

A Commentary on "Contextualising the Intermediate Financial Accounting Courses in the Global Financial Crisis"

ERIC Educational Resources Information Center

Carnegie, Garry D.; West, Brian

2011-01-01

Accounting is a practical discipline, existing to satisfy particular human needs which are usually depicted in terms of decision-making processes and accountability evaluations. Proposals for how accounting education may be infused with learning from the "real-world" contexts in which it operates are always welcome. However, as the…

Career and Technical Education: The Impact of Program Investment on Accountability Ratings

ERIC Educational Resources Information Center

Hersperger, Susan L.

2012-01-01

Purpose: The purpose of this study was to examine the extent to which Career and Technical Education (CTE) enrollment and expenditure differed as a function of the accountability ratings of Texas public high schools. The extent to which CTE enrollment and expenditure influences accountability ratings is not clear. Accordingly, in this study, CTE…

Accountability in Postsecondary Education Revisited. Research & Occasional Paper Series: CSHE.9.13

ERIC Educational Resources Information Center

Leveille, David E.

2013-01-01

Accountability in the private and public sectors of society has received significant attention in both research and practice, partly because of its importance, but also because it is challenging to define, measure and implement. The nature of accountability is complex, ambiguous and highly context-dependent. As related to postsecondary education…

Educational Theory and Practice in an Aristotelian Perspective.

ERIC Educational Resources Information Center

Saugstad, Tone

2002-01-01

Uses an Aristotelian perspective to discuss the relationship between educational theory and practice. Draws on Aristotle's Nichomachean ethics and his description of three forms of knowledge to show that educational theory and practice are of qualitatively different categories and thus cannot automatically enter into a "fruitful…

Addressing the Research/Practice Divide in Teacher Education

ERIC Educational Resources Information Center

Flessner, Ryan

2012-01-01

Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position…

Accountability in Further Education: The Impact of UK Government Policy.

ERIC Educational Resources Information Center

Lumby, Jacky

In 1993 the government of the United Kingdom introduced a raft of measures designed to improve practice in postcompulsory, nonadvanced education. A survey of postcompulsory institutions suggests that the same policies have led to different outcomes in the two main types of institution: general further education colleges and sixth form colleges.…

Character Development Practices in Higher Education Institutions

ERIC Educational Resources Information Center

Wesley, Vernon L.

2010-01-01

Character Development continues to be the all too unintentional elephant in the room of Higher Education. This project looked at what character development practices are being accomplished and who in higher education is making it happen. No longer satisfied with leaving the task to elementary and secondary education, higher education has begun to…

Accountability for the Education of Disadvantaged Groups through the Disadvantaged Schools Program.

ERIC Educational Resources Information Center

Randell, Shirley K.

Financial, educational, and political accountability issues involved in the Disadvantaged Schools Program, initiated by the Schools Commission to improve the learning outcomes of children from educationally disadvantaged backgrounds in Australia, are the focus of this paper. Consideration is given to the views of the Commission in its published…

Adapting Accountability Systems to the Limitations of Educational Measurement

ERIC Educational Resources Information Center

Kane, Michael

2015-01-01

Michael Kane writes in this article that he is in more or less complete agreement with Professor Koretz's characterization of the problem outlined in the paper published in this issue of "Measurement." Kane agrees that current testing practices are not adequate for test-based accountability (TBA) systems, but he writes that he is far…

Improving Ethical Attitudes or Simply Teaching Ethical Codes? The Reality of Accounting Ethics Education

ERIC Educational Resources Information Center

Cameron, Robyn Ann; O'Leary, Conor

2015-01-01

Ethical instruction is critical in accounting education. However, does accounting ethics teaching actually instil core ethical values or simply catalogue how students should act when confronted with typical accounting ethical dilemmas? This study extends current literature by distinguishing between moral/ethical and legal/ethical matters and then…

Best Instructional Practices in Developmental Education: Faculty Perceptions

ERIC Educational Resources Information Center

Pierce, Calisa A.

2012-01-01

This descriptive study employed a survey to examine the perspectives of developmental education faculty members at public community colleges regarding instructional practices that have been identified in the literature as effective for developmental education. The study focused on two major areas related to the instructional practices surveyed:…

Educational Leadership and Social Justice: Theory into Practice.

ERIC Educational Resources Information Center

Bogotch, Ira E.

Connecting theory and practice to the moral use of power reveals why social justice, as an educational intervention, is relevant in every era. Social justice requires ongoing struggle and cannot be separated from the educational theories and practices of professionals, schools, academic disciplines, and governmental agents. Insights from John…

Surgical education to improve the quality of patient care: the role of practice-based learning and improvement.

PubMed

Sachdeva, Ajit K

2007-11-01

Health care is going through immense change, and concerns regarding the quality of patient care and patient safety continue to be expressed in many national forums. A variety of stakeholders are demanding greater accountability from the health care profession. Education is key to supporting surgeons' efforts to provide high-quality patient care during these challenging times. Educational programs for surgeons should be founded on principles of continuous professional development (CPD) and practice-based learning and improvement (PBLI). CPD focuses on the specific needs of individual surgeons and involves lifelong learning throughout a surgeon's career. It needs to form the basis of PBLI efforts. PBLI involves a cycle of four steps--identifying areas for improvement, engaging in learning, applying new knowledge and skills to practice, and checking for improvement. Ongoing involvement in PBLI activities to address specific learning needs should positively impact a surgeon's practice and improve outcomes of surgical care.

Rhetoric or Reality? Do Accounting Education and Experience Increase Weighting on Environmental Performance in a Balanced Scorecard?

ERIC Educational Resources Information Center

Wynder, Monte; Wellner, Kai-Uwe; Reinhard, Karin

2013-01-01

We are nearing the end of the United Nations' Decade of Education for Sustainable Development (2005-2014). There has been substantial rhetoric in education and business forums, and many universities have integrated sustainability into their accounting curricula, but what effect is accounting education having? This study considers whether the…

Interprofessional Education and Practice Guide No. 8: Team-based interprofessional practice placements.

PubMed

Brewer, Margo L; Barr, Hugh

2016-11-01

Whilst interest in interprofessional learning (IPL) in practice contexts has grown in recent years, the complexities involved have led many universities to rely on IPL in the classroom, online, and/or simulated contexts. Curtin University's Faculty of Health Sciences has successfully implemented a multi-award winning, large-scale Interprofessional Practice Programme. This programme, which began with five small pilots in 2009, provides team-based interprofessional practice placements for over 550 students from nine professions per annum. Drawing on both the literature and Curtin University's experience, this Interprofessional Education and Practice Guide aims to assist university and practice-based educators to "weigh the case" for introducing team-based interprofessional placements. The key lessons learned at Curtin University are identified to offer guidance to others towards establishing a similar programme for students during their prequalifying courses in health, social care, and related fields.

Practical Development of Modern Mass Media Education in Poland

ERIC Educational Resources Information Center

Fedorov, Alexander

2012-01-01

Practical development of modern mass media education in Poland. The paper analyzes the main ways of practical development of modern media education (1992-2012 years) in Poland: basic technologies, main events, etc.

Educating Latino Students: A Guide to Successful Practice.

ERIC Educational Resources Information Center

Gonzalez, Maria Luisa, Ed.; Huerta-Macias, Ana, Ed.; Tinajero, Josefina Villamil, Ed.

This book attempts to assist readers in expanding their knowledge base in the area of quality practices for Latino students. The chapters contain many practices that can be implemented in educational settings from preschool to secondary school. The following chapters are included: (1) "Successfully Educating Latinos: The Pivotal Role of the…

Financial Management: Overall Plan Needed To Guide System Improvements at Education. United States General Accounting Office Report to the Secretary of Education.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

The U.S. Department of Education's financial management environment and effectiveness are described, together with the reliability of its accounting and internal control systems for the management of the money it gives or lends to schools, individual students, states, and local education agencies. The study found that key accounting and related…

Educating Professionals. Responding to New Expectations for Competence and Accountability.

ERIC Educational Resources Information Center

Curry, Lynn; Wergin, John F.

This book offers a comprehensive examination of the importance of educating professionals for practice in the 21st century and why and how that education needs to differ from the curricula of today. The book contains 13 chapters divided among 3 main parts: part I explores the broad social trends and political forces affecting professionals and…

Developing a Global Model of Accounting Education and Examining IES Compliance in Australia, Japan, and Sri Lanka

ERIC Educational Resources Information Center

Watty, Kim; Sugahara, Satoshi; Abayadeera, Nadana; Perera, Luckmika

2013-01-01

The introduction of International Education Standards (IES) signals a clear move by the International Accounting Education Standards Board (IAESB) to ensure high quality standards in professional accounting education at a global level. This study investigated how IES are perceived and valued by member bodies and academics in three counties:…

From theory to practice: integrating instructional technology into veterinary medical education.

PubMed

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

The 2017 Diabetes Educator and the Diabetes Self-Management Education National Practice Survey.

PubMed

Rinker, Joanne; Dickinson, Jane K; Litchman, Michelle L; Williams, Ann S; Kolb, Leslie E; Cox, Carla; Lipman, Ruth D

2018-06-01

Purpose The American Association of Diabetes Educators conducts the National Practice Survey (NPS) biennially to document current practice in diabetes education in the United States. The purpose of the study is to obtain insight about factors influencing the work of the diabetes educator. Method The 2017 NPS was comprised of 100 questions covering diabetes educator demographics, profile populations of people with diabetes, practice information, program accreditation, program curriculum, staffing, education delivery methods, data collection, and reporting. The basic survey consisted of 22 questions using branch logic, from which respondents were then directed to questions tailored to their particular practice setting, enabling them to answer only a relevant subset of the remaining questions. The web-based survey was sent to approximately 32 000 individuals who were either members of the American Association of Diabetes Educators (AADE) or Certified Diabetes Educators (CDE) with the National Certification Board for Diabetes Educators (NCBDE) but not AADE members. Weekly reminder e-mails were sent to recipients who had not yet responded. The outreach efforts resulted in the survey being completed by 4696 individuals, a 17% response rate yielding 95% confidence that these responses are within ±5% accuracy. Results Diabetes Self-Management Education and Support (DSMES) continues to be a field dominated by women (95%). Diabetes educators represent a diverse health care profession, with educators indicating most commonly that their primary discipline is nursing (48%), nutrition (38%), and pharmacy (7%). When asked about credentials, 82.6% indicated that they held a CDE, 3.8% held the Board Certified-Advanced Diabetes Management (BC-ADM) credential, and 16.5% held neither the CDE nor the BC-ADM. Nearly 75% characterized their role as a diabetes educator as providing direct patient care. DSMES continued to be provided in a varied array of settings to educationally

Medicine as a Community of Practice: Implications for Medical Education.

PubMed

Cruess, Richard L; Cruess, Sylvia R; Steinert, Yvonne

2018-02-01

The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

CreActive Accounting Education: Visioning Future-Oriented Accounting Programs through a Reflective Unlearning of Current Practice

ERIC Educational Resources Information Center

McGuigan, Nicholas; Kern, Thomas

2016-01-01

The future employment markets our graduates are likely to face are increasingly complex and unpredictable. Demands are being placed on higher-education providers to become more holistic and integrated in their approach. For business schools across Australia, this requires a significant (re)conceptualisation of how student learning is facilitated,…

Embodied Faith: Islam, Religious Freedom and Educational Practices in Physical Education

ERIC Educational Resources Information Center

Benn, Tansin; Dagkas, Symeon; Jawad, Haifaa

2011-01-01

The growing incidence of withdrawal of Muslim girls from physical education prompted this study into tensions between religious freedom and educational practices. It was located in a city in the West Midlands of England. Data on experiences, issues, concerns and solutions related to participation of Muslim girls in physical education were…

Peer-Led Learning Communities: Exploring Integrative High-Impact Educational Practices for Leadership Education

ERIC Educational Resources Information Center

Priest, Kerry L.; de Campos Paula, Ana Luiza

2016-01-01

The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning communities as a model of delivery within a large introductory leadership education course for first-year students. Utilizing open-ended questions embedded within…

Student Voice Key to Unlocking Inclusive Educational Practices

ERIC Educational Resources Information Center

Gordon, Maria

2010-01-01

A review of the educational policies and procedures across Canada's provinces and territories reveals that inclusion of students with disabilities in regular classrooms is supposed to be the main policy and school practice. However, inclusive education has also shown to vary in the ways it has actually been implemented and practiced throughout…

A Taxonomy of Accountable Care Organizations for Policy and Practice

PubMed Central

Shortell, Stephen M; Wu, Frances M; Lewis, Valerie A; Colla, Carrie H; Fisher, Elliott S

2014-01-01

Objective To develop an exploratory taxonomy of Accountable Care Organizations (ACOs) to describe and understand early ACO development and to provide a basis for technical assistance and future evaluation of performance. Data Sources/Study Setting Data from the National Survey of Accountable Care Organizations, fielded between October 2012 and May 2013, of 173 Medicare, Medicaid, and commercial payer ACOs. Study Design Drawing on resource dependence and institutional theory, we develop measures of eight attributes of ACOs such as size, scope of services offered, and the use of performance accountability mechanisms. Data are analyzed using a two-step cluster analysis approach that accounts for both continuous and categorical data. Principal Findings We identified a reliable and internally valid three-cluster solution: larger, integrated systems that offer a broad scope of services and frequently include one or more postacute facilities; smaller, physician-led practices, centered in primary care, and that possess a relatively high degree of physician performance management; and moderately sized, joint hospital–physician and coalition-led groups that offer a moderately broad scope of services with some involvement of postacute facilities. Conclusions ACOs can be characterized into three distinct clusters. The taxonomy provides a framework for assessing performance, for targeting technical assistance, and for diagnosing potential antitrust violations. PMID:25251146

Intelligent Accountability in Education

ERIC Educational Resources Information Center

O'Neill, Onora

2013-01-01

Systems of accountability are "second order" ways of using evidence of the standard to which "first order" tasks are carried out for a great variety of purposes. However, more accountability is not always better, and processes of holding to account can impose high costs without securing substantial benefits. At their worst,…

The social accountability of medical schools and its indicators.

PubMed

Boelen, Charles; Dharamsi, Shafik; Gibbs, Trevor

2012-01-01

There is growing interest worldwide in social accountability for medical and other health professional schools. Attempts have been made to apply the concept primarily to educational reform initiatives with limited concern towards transforming an entire institution to commit and assess its education, research and service delivery missions to better meet priority health needs in society for an efficient, equitable an sustainable health system. In this paper, we clarify the concept of social accountability in relation to responsibility and responsiveness by providing practical examples of its application; and we expand on a previously described conceptual model of social accountability (the CPU model), by further delineating the parameters composing the model and providing examples on how to translate them into meaningful indicators. The clarification of concepts of social responsibility, responsiveness and accountability and the examples provided in designing indicators may help medical schools and other health professional schools in crafting their own benchmarks to assess progress towards social accountability within the context of their particular environment.

Computer-Assisted Instruction in Practical Nursing Education

ERIC Educational Resources Information Center

Kelley, Maureen

1976-01-01

Existing computer-assisted instructional programs for nursing students are studied and their application to the education of practical nurses is considered in the light of the recent history of nursing education. (Author)

Toward Reflective Accountability: Using NSSE for Accountability and Transparency

ERIC Educational Resources Information Center

McCormick, Alexander C.

2009-01-01

Accountability pressures in higher education are not new; they are part of an enduring public policy discourse about the costs and benefits, both individual and social, of higher education. What is relatively new, however, is the prominent place that issues of accountability now occupy on the nation's higher education agenda. There is an important…

Research Schools: Grounding Research in Educational Practice

ERIC Educational Resources Information Center

Hinton, Christina; Fischer, Kurt W.

2008-01-01

Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an…

Urban Health Educators' Perspectives and Practices regarding School Nutrition Education Policies

ERIC Educational Resources Information Center

McCaughtry, Nate; Martin, Jeffrey J.; Fahlman, Mariane; Shen, Bo

2012-01-01

Although nutrition-related health education policies exist at national, state and local levels, the degree to which those policies affect the everyday practices of health education teachers who are charged with executing them in schools is often unclear. The purpose of this study was to examine the nutrition-related health education policy matrix…

Best Practices of Online Education: A Guide for Christian Higher Education

ERIC Educational Resources Information Center

Maddix, Mark A., Ed.; Estep, James R., Ed.; Lowe, Mary E., Ed.

2012-01-01

The book provides best practices from online educators who are engaged in online teaching and program development in Christian higher education. It also explores the distinct aspects of teaching and developing online courses and programs from a Christian perspective and within Christian higher education institutions. As such it is can serve as a…

Today's challenge, tomorrow's excellence: the practice of evidence-based education.

PubMed

Emerson, Roberta J; Records, Kathie

2008-08-01

Nurse educators are being challenged to maintain quality in light of increasing numbers of students, declining numbers of experienced faculty, societal mandates, and rapid changes in health care. The scholarship underlying the practice of nursing education, or evidence-based education, must continue to be explored through the design, testing, and refinement of education strategies from nursing and other disciplines. The involvement of every educator in this process will help create institutional valuing that serves to retain inquisitive and reflective educators in academic settings, while expanding evidence-based education in nursing. This article describes a literature review of the scholarship of nursing education practice and suggests approaches to generate a dynamic explosion of growth in nursing education to inform our students, promote optimal client health outcomes, and challenge each of us to reach higher levels of excellence in the practice of nursing education.

Accounting for social accountability: developing critiques of social accountability within medical education.

PubMed

Ritz, Stacey A; Beatty, Kathleen; Ellaway, Rachel H

2014-01-01

The concept of the social accountability of medical schools has garnered many followers, in response to a broad desire for greater social justice in health care. As its use has spread, the term 'social accountability' has become a meta-narrative for social justice and an inevitable and unquestionable good, while at the same time becoming increasingly ambiguous in its meaning and intent. In this article, we use the lenses of postmodernism and critical reflexivity to unpack the multiple meanings of social accountability. In our view, subjecting the concept of 'social accountability' to critique will enhance the ability to appraise the ways in which it is understood and enacted. We contend that critical reflexivity is necessary for social accountability to achieve its aspirations, and hence we must be prepared to become accountable not only for our actions, but also for the ideologies and discourses underlying them.

Professionalism in 21st century professional practice: autonomy and accountability in orthopaedic surgery.

PubMed

Schneller, Eugene S; Wilson, Natalia A

2009-10-01

Orthopaedic surgical practice is becoming increasingly complex. The rapid change in pace associated with new information and technologies, the physician-supplier relationship, the growing costs and growing gap between costs and reimbursements for orthopaedic surgical procedures, and the influences of advertising on the patient, challenge all involved in the delivery of orthopaedic care. This paper assesses the concepts of professionalism, autonomy, and accountability in the 21st century practice of orthopaedic surgery. These concepts are considered within the context of the complex value chain surrounding orthopaedic surgery and the changing forces influencing clinical decision making by the surgeon. A leading impetus for challenge to the autonomy of the orthopaedic surgeon has been cost. Mistrust and lack of understanding have characterized the physician-hospital relationship. Resource dependency has characterized the physician-supplier relationship. Accountability for the surgeon has increased. We suggest implant surgery involves shared decision making and "coproduction" between the orthopaedic surgeon and other stakeholders. The challenge for the profession is to redefine professionalism, accountability, and autonomy in the face of these changes and challenges.

A Triangular Approach to Integrate Research, Education and Practice in Higher Engineering Education

ERIC Educational Resources Information Center

Heikkinen, Eetu-Pekka; Jaako, Juha; Hiltunen, Jukka

2017-01-01

Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is…

Diversity and Equity in Science Education: Research, Policy, and Practice. Multicultural Education Series

ERIC Educational Resources Information Center

Lee, Okhee; Buxton, Cory A.

2010-01-01

Two leading science educators provide a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. This book offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of…

Learning to Coach in Practice-Based Teacher Education: A Self-Study

ERIC Educational Resources Information Center

Drake, Michael R. A.

2016-01-01

In some forms of practice-based teacher education, one important task for the teacher educator is to undertake in-the-moment coaching during rehearsals of practice. However, being such a coach is a new role for many teacher educators and requires a different skill set to other forms of teacher educator practice. In addition, there is little…

Nondiscrimination in Employment Practices in Education.

ERIC Educational Resources Information Center

Office for Civil Rights (ED), Washington, DC.

The Office for Civil Rights (OCR), Department of Education, prepared this brochure for the general public and for education agencies and institutions that have programs or activities that receive Federal financial assistance. The brochure summarizes the requirements pertaining to employment practices contained in Title VI of the Civil Rights Act…

Educational Research as a Practical Science

ERIC Educational Resources Information Center

Carr, Wilfred

2007-01-01

This article offers a philosophical contribution to recent debates about the assessment of quality in educational research. It shows how criticisms of the quality of educational research--pointing to its failure to meet epistemic criteria of rigour and practical criteria of relevance--are an inevitable manifestation of the flawed assumption that…

Understanding the Mediatisation of Educational Policy as Practice

ERIC Educational Resources Information Center

Rawolle, Shaun

2010-01-01

The main argument presented in this paper is that the mediatisation of education should be viewed as forms of practice linked to specific practice effects. Drawing on Bourdieu's conceptualisation of practice--as elements of practice, practice games and field effects--the paper argues that viewing mediatisation as practice provides a set of…

Excellence and Accountability. Report of the Governor's Task Force on Higher Education Reform.

ERIC Educational Resources Information Center

New Mexico State Commission on Postsecondary Education, Santa Fe.

A task force report recommends ways to promote educational reform in higher education in New Mexico. Forty recommendations address the following areas: institutional missions, academic excellence and accountability, community colleges, student financial aid, affirmative action, economic development, capital outlay, and funding issues. Specific…

Nursing Education Leaders' Perceived Leadership Practices

ERIC Educational Resources Information Center

DeLong, Dianne

2010-01-01

The purpose of this study was to examine the leadership practices perceived by nursing education leaders as measured by the Leadership Practices Inventory (LPI). The framework used was a contemporary transformational leadership model described in "The Leadership Challenge" ("4th ed.") by Dr. James Kouzes and Dr. Barry Posner,…

From Policy to Practice: Roma Education in Albania and Sweden

ERIC Educational Resources Information Center

Avery, Helen; Hoxhallari, Itena

2017-01-01

This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited…

Conceptual Change Research and Science Education Practice: A Response from Educators

ERIC Educational Resources Information Center

Siry, Christina; Horowitz, Gail; Otulaja, Femi S.; Gillespie, Nicole; Shady, Ashraf; Augustin, Line A.

2008-01-01

We discuss the eight papers in this issue of "Cultural Studies of Science Education" focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we…

Educational Accountability and the Need for Comprehensive Evaluation in TAFE.

ERIC Educational Resources Information Center

White, J. L.

This paper seeks to provide a rationale for evaluating Technical and Further Education (TAFE) programs by using a management system approach that is based on corporate planning. The first section reviews the sources of increased demands for accountability in TAFE (societal, economic, government, and legislative sources) and examines various…

The Role of Politics and Governance in Educational Accountability Systems

ERIC Educational Resources Information Center

Brewer, Dominic J.; Killeen, Kieran M.; Welsh, Richard O.

2013-01-01

This brief utilizes case study methodology to illustrate the role of governance in educational accountability systems. Most research on the effectiveness of such systems has focused on technical components, such as standards-setting, assessments, rewards and sanctions, and data collection and reporting. This brief seeks to demonstrate that this…

[New possibilities in practical education of surgery].

PubMed

Kormos, Katalin; Sándor, József; Haidegger, Tamás; Ferencz, Andrea; Csukás, Domokos; Bráth, Endre; Szabó, Györgyi; Wéber, György

2013-10-01

The fast spread of laparoscopic surgery in the surgical community also required introduction of new methods of surgical education of these techniques. Training boxes applied for this reason meant a considerable help. The technique of the virtual reality introduced simulation, which is a new possibility in education. For the first time in the history of surgery we can measure medical students' or residents' dexterity and one can get acquainted with a surgical procedure in the form of "serious games". By application of the up-to-date imaging methods we can plan the movements of the surgeon's hand even before the planned operation, practice and repeating can contribute to the safety of the real procedure. Open surgical procedures can be practiced on plastic phantoms mimicking human anatomy and the use of interactive touch devices and e-learning can also contribute to practical education of surgery.

Holding Accountability Models Accountable

ERIC Educational Resources Information Center

Pyatte, Jeff A.

1974-01-01

This article provides an accurate account of the history of the Texarkana Project, the first attempt to demonstrate accountability in education by using the engineering model. Using the average per pupil expenditure as a basis for comparison, the cost of engineering in Texarkana is shown to be very high. (Author)

Counting, accounting, and accountability: Helen Verran's relational empiricism.

PubMed

Kenney, Martha

2015-10-01

Helen Verran uses the term 'relational empiricism' to describe situated empirical inquiry that is attentive to the relations that constitute its objects of study, including the investigator's own practices. Relational empiricism draws on and reconfigures Science and Technology Studies' traditional concerns with reflexivity and relationality, casting empirical inquiry as an important and non-innocent world-making practice. Through a reading of Verran's postcolonial projects in Nigeria and Australia, this article develops a concept of empirical and political 'accountability' to complement her relational empiricism. In Science and an African Logic, Verran provides accounts of the relations that materialize her empirical objects. These accounts work to decompose her original objects, generating new objects that are more promising for the specific postcolonial contexts of her work. The process of decomposition is part of remaining accountable for her research methods and accountable to the worlds she is working in and writing about. This is a practice of narrating relations and learning to tell better technoscientific stories. What counts as better, however, is not given, but is always contextual and at stake. In this way, Verran acts not as participant-observer, but as participant-storyteller, telling stories to facilitate epistemic flourishing within and as part of a historically located community of practice. The understanding of accountability that emerges from this discussion is designed as a contribution, both practical and evocative, to the theoretical toolkit of Science and Technology Studies scholars who are interested in thinking concretely about how we can be more accountable to the worlds we study.

Effectiveness of an Online Educational Module in Improving Evidence-Based Practice Skills of Practicing Registered Nurses.

PubMed

Moore, Lora

2017-10-01

Implementation of evidence-based practice (EBP) at the bedside has been difficult to achieve. Significant gaps between current research and actual practice have been identified and must be addressed in effort to increase utilization of EBP. The purpose of this study was to evaluate the efficacy of an online EBP educational intervention and to examine the relationship between educational preparation and years of nursing experience on nurses' practice, attitudes, and knowledge and skills of EBP. An experimental pretest-posttest design study with three randomized groups utilizing the EBPQ instrument was conducted. No significant differences were noted in EBPQ subscale scores of practice, attitude, or knowledge and skills from pre- to posttest. In addition, no statistical difference in EBPQ subscale scores regarding educational preparation or years of experience were noted. While nurses report positive attitudes toward EBP, their perceptions of practice and knowledge and skills score much lower. Educational interventions are needed for practicing nurses to overcome this knowledge deficit to successfully implement EBP. However, the use of online, independent, computer-based learning modules, while cost-efficient and offer several benefits when educating nurses, may not necessarily be the most effective method for teaching EBP knowledge and skills to practicing nurses. © 2017 Sigma Theta Tau International.

The Nature and Incorporation of CSPAP Learning Experiences in Physical Education Teacher Education: Accounts of Faculty from "Highly Effective" Programs

ERIC Educational Resources Information Center

Webster, Collin A.; Russ, Laura; Webster, Liana; Molina, Sergio; Lee, Heesu; Cribbs, Jason

2016-01-01

The purpose of this study was to examine faculty accounts of the nature and incorporation of Comprehensive School Physical Activity Program (CSPAP) learning experiences for preservice physical education teachers (PPETs) in undergraduate physical education teacher education (PETE). Nine individuals employed as faculty members in different PETE…

Patient safety in practical nurses' education: A cross-sectional survey of newly registered practical nurses in Canada.

PubMed

VanDenKerkhof, Elizabeth; Sears, Nancy; Edge, Dana S; Tregunno, Deborah; Ginsburg, Liane

2017-04-01

Practical nurses have experienced an increasing scope of practice, including an expectation to care for complex patients and function on interdisciplinary teams. Little is known about the degree to which patient safety principles are addressed in practical nursing education. To examine self-reported patient safety competencies of practical nurses. A cross-sectional online survey (July 2014) and face-to-face interviews (June 2015). Ontario, Canada. Survey participants were practical nurses newly registered with the College of Nurses of Ontario between January 2012 and December 2013. Interview participants were faculty and students in a practical nursing program in Ontario. Survey respondents completed the Health Professional Education in Patient Safety Survey online. Self-reported competencies in various patient safety domains were compared between classroom and clinical settings. Faculty members were interviewed about educational preparation of practical nurses and students were interviewed to provide insight into interpretation of survey questions. The survey response rate was 28.4% (n=1104/3883). Mean domain scores indicated a high level of confidence in patient safety competence (<4.0/5.0). Confidence was highest in respondents registered with the College of Nurses of Ontario >2years and in those who obtained their education outside of Canada. Faculty believed their approach to teaching and learning instilled a deep understanding of the limits to practical nurse autonomous practice. Practical nurses were confident in what they learned about patient safety in their educational programs. The high degree of patient safety competence may be a true reflection of practical nurses understanding of, and comfort with, the limits of their knowledge and, ultimately, the limits of their individual autonomous practice. Further exploration as to whether the questionnaire requires additional modification for use with practical nurse populations is warranted. However, this

Continuing Education for Professionals: A Practice-Oriented Approach.

ERIC Educational Resources Information Center

Toombs, William; Lindsay, Carl A.

The Continuing Professional Education Project at The Pennsylvania State University is described. Five professions were involved: architecture, accounting, clinical psychology, clinical dietetics, and nursing. The objectives were: (1) to bring the university and the professions into collaboration, (2) to focus continuing education activities as…

Complexity Theory 101 for Educators: A Fictional Account of a Graduate Seminar

ERIC Educational Resources Information Center

McMurtry, Angus

2008-01-01

The following fictional account of a seminar on complexity science and its relevance for education makes use of several real events. The first is an actual seminar that took place during the spring of 2005, in the Department of Secondary Education at the University of Alberta. The second is the collective creation of the Complexity and Education…

Reflective practice and its implications for pharmacy education.

PubMed

Tsingos, Cherie; Bosnic-Anticevich, Sinthia; Smith, Lorraine

2014-02-12

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.(1-2) Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

Reflective Practice and Its Implications for Pharmacy Education

PubMed Central

Bosnic-Anticevich, Sinthia; Smith, Lorraine

2014-01-01

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.1-2 Reflective practice activities encourage learning from the student’s own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education. PMID:24558286

Accounting for actions and omissions: a discourse analysis of student nurse accounts of responding to instances of poor care.

PubMed

Ion, Robin; Smith, Kate; Moir, Jim; Nimmo, Sheila

2016-05-01

To explore how nursing students account for decisions to report or not report poor care witnessed on placement and to examine the implications of findings for educators. Concern has been raised about the extent to which cases of poor care go unreported. Failure to report cases may have serious consequences for patient safety. Semistructured interviews were conducted with 13 undergraduate students at a UK university during 2013. They were asked to consider their response to episodes of poor practice witnessed on placement. Data were transcribed verbatim and categorized according to whether or not students reported concerns. Cases were analysed in accordance with Potter and Wetherall's version of discourse analysis to identify the discursive strategies used to account for decisions to report or not report poor practice. Participants took care to present themselves in a positive light regardless of whether or not they had reported an episode of concern. Those who had reported tended to attribute their actions to internal factors such as moral strength and a commitment to a professional code. Those who had not or would not report concerns provided accounts which referred to external influences that prevented them from doing so or made reporting pointless. This study provides information about how students account for their actions and omissions in relation to the reporting of poor care. Findings suggest ways educators might increase reporting of concerns. © 2016 John Wiley & Sons Ltd.

Teacher Hiring Practices and Educational Efficiency

ERIC Educational Resources Information Center

Naper, Linn Renee

2010-01-01

This paper analyses the relationship between teacher hiring practices and educational efficiency in Norwegian school districts. The hiring decision is made at the school level by the principal or at the school district level. According to the data, efficiency is the highest in districts where hiring is decentralized. Hiring practices are decided…

Early Childhood Education: History, Theory, and Practice

ERIC Educational Resources Information Center

Morgan, Harry

2006-01-01

In this book, the author covers the history, theory, and practices that influence early childhood education along with an emphasis on infant and toddler care and education. He also presents a comparison of the conflict between education planners who support early childhood studies and state school systems whose cost-saving measures are dismantling…

The Present State of the Business Law Education of Accounting Students: The Business Law Professor's Perspective

ERIC Educational Resources Information Center

Kocakulah, Mehmet C.; Austill, A. David; Long, Brett

2009-01-01

The article aims to provide Certified Public Accountant (CPA) candidates, accounting faculty, the American Institute of Certified Public Accountants (AICPA), and the state boards of accountancy with an insight into the business law professor's perspective concerning the legal education of accountants. This article first describes various factors,…

Developing occupational therapy students' practice habits via qualitative inquiry education.

PubMed

Marterella, Abbey L; Aldrich, Rebecca M

2015-04-01

Accreditation standards and practice competencies underscore the importance of research for occupational therapy practice, but they do not guide how occupational therapy education addresses research. Despite the prominence of qualitative research in the health professions, there exists a need to articulate how and why qualitative inquiry is taught in occupational therapy education. We discuss how qualitative inquiry education can develop habits of reflection and reflexivity, criticality, and active engagement in preparation for occupational therapy practice. We hold that our students' professional abilities to practice in a well-reasoned, ethical, and responsive manner are enhanced by experiences with qualitative inquiry and suggest that there is potential in linking qualitative inquiry experiences to professional habit formation in occupational therapy education. In addition to teaching research for its own sake, we suggest that educators can adopt a broader view of how qualitative inquiry functions within occupational therapy education.

A Comparison of State Alternative Education Accountability Policies and Frameworks

ERIC Educational Resources Information Center

Schlessman, Amy; Hurtado, Kelly

2012-01-01

The purpose of this policy study was to report descriptive research on state-level policy and frameworks for accountability systems of alternative education in the United States. The six states; California, Colorado, Texas, Florida, Oklahoma, and North Carolina; identified in the 2010 Jobs for the Futures policy analysis of alternative education…

Performance Management in Education: Improving Practice. British Educational Management Series.

ERIC Educational Resources Information Center

Reeves, Jenny; Forde, Christine; O'Brien, Jim; Smith, Pauline; Tomlinson, Harry

This book explores managing the performance of education staff in England and Wales and in Scotland. It compares the different policies of performance management as practiced in England and Wales and in Scotland. (The Scottish system of education is independent of that of England and Wales.) Chapter 1 provides an introduction to performance…

Charter Accountability for District-Run Schools: Using ESSA to Create Contract-Based Accountability for Urban Public Education

ERIC Educational Resources Information Center

Smarick, Andy

2016-01-01

The new federal education law, the Every Student Succeeds Act (ESSA), gives states the opportunity to rethink their K-12 accountability systems. Gone are No Child Left Behind's (NCLB) tight rules for assessing and intervening in schools and districts. This could not come at a better time for urban schooling. Urban districts operate in a very…

Practical Child Safety Education in England: A National Survey of the Child Safety Education Coalition

ERIC Educational Resources Information Center

Mulvaney, Caroline A.; Watson, Michael C.; Walsh, Patrick

2013-01-01

Objective: To examine the provision of practical safety education by Child Safety Education Coalition (CSEC) organizations in England. Design: A postal survey. Setting: Providers of child practical safety education who were also part of CSEC. Methods: In February 2010 all CSEC organizations were sent a self-completion postal questionnaire which…

Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

PubMed Central

MWANGI, SAMUEL M.; YAMASHITA, TAKASHI; EWEN, HEIDI H.; MANNING, LYDIA K.; KUNKEL, SUZANNE R.

2013-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education. PMID:22490075

Globalization of gerontology education: current practices and perceptions for graduate gerontology education in the United States.

PubMed

Mwangi, Samuel M; Yamashita, Takashi; Ewen, Heidi H; Manning, Lydia K; Kunkel, Suzanne R

2012-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.

Holding Accountability to Account: How Scholarship and Experience in Other Fields Inform Exploration of Performance Incentives in Education. Working Paper 2008-04

ERIC Educational Resources Information Center

Rothstein, Richard

2008-01-01

Accountability and performance incentive plans in education are compromised by goal distortion, gaming, and corruption. Education policy makers who design such plans have paid insufficient attention to similar experiences in other fields. This paper describes institutions in health care, job training and welfare administration, and in the private…

Factors Influencing Adoption of the International Financial Reporting Standards (IFRS) in Accounting Education

ERIC Educational Resources Information Center

Alzeban, Abdulaziz

2016-01-01

Purpose: This paper aims to explore the challenges faced by accounting educators in their attempts to incorporate IFRS materials in their teaching and explores the impact of various factors (instructor's attitude, size of accounting department, teaching load, type of institution, teaching experience and teaching materials) on the time spent on…

Intimate partner violence and maternal educational practice

PubMed Central

da Silva, Josianne Maria Mattos; Lima, Marília de Carvalho; Ludermir, Ana Bernarda

2017-01-01