Sample records for structured educational program

  1. Status of anesthesiology resident research education in the United States: structured education programs increase resident research productivity.

    PubMed

    Ahmad, Shireen; De Oliveira, Gildasio S; McCarthy, Robert J

    2013-01-01

    The enhancement of resident research education has been proposed to increase the number of academic anesthesiologists with the skills and knowledge to conduct meaningful research. Program directors (PDs) of the U.S. anesthesiology residency programs were surveyed to evaluate the status of research education during residency training and to test the hypothesis that structured programs result in greater resident research productivity based on resident publications. Survey responses were solicited from 131 anesthesiology residency PDs. Seventy-four percent of PDs responded to the survey. Questions evaluated department demographic information, the extent of faculty research activity, research resources and research funding in the department, the characteristics of resident research education and resident research productivity, departmental support for resident research, and perceived barriers to resident research education. Thirty-two percent of programs had a structured resident research education program. Structured programs were more likely to be curriculum based, require resident participation in a research project, and provide specific training in presentation and writing skills. Productivity expectations were similar between structured and nonstructured programs. Forty percent of structured programs had > 20% of trainees with a publication in the last 2 years compared with 14% of departments with unstructured programs (difference, 26%; 99% confidence interval [CI], 8%-51%; P = 0.01). The percentage of programs that had research rotations for ≥2 months was not different between the structured and the nonstructured programs. A research rotation of >2 months did not increase the percentage of residents who had published an article within the last 2 months compared with a research rotation of <2 months (difference, 13%; 99% CI, 10%-37%; P = 0.14). There was no difference in the percentage of faculty involved in research in structured compared with unstructured research education. In programs with <20% of faculty involved in research, 15% reported >20% of residents with a publication in the last 2 years compared with 36% in programs with >20% of faculty involvement (difference, 21%; 99% CI, -4% to 46%; P = 0.03). Our findings suggest that structured residency research programs are associated with higher resident research productivity. The program duration and the fraction of faculty in resident research education did not significantly increase research productivity. Research training is an integral component of resident education, but the mandatory enhancement of resident research education will require a significant change in the culture of academic anesthesiology leadership and faculty.

  2. A Self-Ethnographic Investigation of Continuing Education Program in Engineering Arising from Economic Structural Change

    ERIC Educational Resources Information Center

    Kaihlavirta, Auri; Isomöttönen, Ville; Kärkkäinen, Tommi

    2015-01-01

    This paper provides a self-ethnographic investigation of a continuing education program in engineering in Central Finland. The program was initiated as a response to local economic structural change, in order to offer re-education possibilities for a higher educated workforce currently under unemployment threat. We encountered considerable…

  3. An Analysis of the Effects of Program Structure and Content on Outcomes of Community Leadership Education Programs

    ERIC Educational Resources Information Center

    Apaliyah, Godwin Tayese

    2011-01-01

    This study examined community leadership education programs employed in rural communities and organizations of several states to empower both local leaders and residents. In particular, the study investigated the relationships between community leadership education program design and structure (contact hours and content) and six outcome indices of…

  4. Enhanced knowledge of spontaneous reporting with structured educational programs in Korean community pharmacists: a cross-sectional study.

    PubMed

    Yu, Yun Mi; Lee, Euni

    2017-05-30

    While spontaneous reporting (SR) is one of the important public health activities for community pharmacists to guard patients' safety, very few studies examined educational activities and its effects on knowledge about the SR system in Korea. This study described the association between knowledge of SR and educational activities targeting community pharmacists in Korea. Self-administered questionnaires were collected between September 1, 2014 and November 25, 2014. The questionnaires addressed sources of SR knowledge (structured educational programs, personal access to educational resources, and information by social network services) and knowledge about the Regional Pharmacovigilance Center designated for community pharmacists, the legal responsibility clause on the serious event reporting, and the reportable items. The association between the knowledge of SR and the educational activities was evaluated using analysis of variance or chi-squared tests. Overall, 766 questionnaires demonstrated that mean age and length of career in community pharmacies was 45.7 years and 15.9 years, respectively. A structured educational program was used in 63.1% of the participants followed by a personal access to educational resources (56.3%). An educational program offered by the Korean Pharmaceutical Association was the most frequently mentioned program (56.8%), and no regional disparity in the program between the metropolitan and rural areas was observed. Pharmacists who had personal access to educational resources identified SR knowledge contents less correctly than those who used a structured educational program or both (p < 0.01). In general, pharmacists' knowledge on reportable items was significantly lower with non-prescription drugs, nutritional supplements, and personal hygiene products as compared to their knowledge on prescription drugs, regardless of the type of education (p < 0.01). Knowledge regarding SR was more likely to increase when a structured educational program was used alone or in combination with other educational methods. Knowledge on reportable items should be reinforced during the continuing education process.

  5. An Exemplary Program in Higher Education for Chemists, Engineers, and Chemistry Teachers.

    ERIC Educational Resources Information Center

    Ayers, Jerry B.; And Others

    This paper presents the rationale, structure, and specifications for a model program for the preparation of chemists, chemical engineers, and high school chemistry teachers. The model (an application of systems technology to program development in higher education) is based on the structure provided by the Georgia Educational Model Specifications…

  6. Worker Education Program 1994-97. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Larson, Katherine E.

    An evaluation examined the efficacy of the program structure, implementation, and outcomes of the Worker Education Program (WEP), a partnership of Northeastern Illinois University; Union of Needletrades, Industrial, and Textile Employees; and 14 employers. WEP's greatest strengths were its conceptual design, program structures, relevant…

  7. Structure of Primary Mathematics Teacher Education Programs in Spain

    ERIC Educational Resources Information Center

    Cañadas, María C.; Gómez, Pedro; Rico, Luis

    2013-01-01

    Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement's Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected…

  8. The pillars of well-constructed simulated patient programs: A qualitative study with experienced educators.

    PubMed

    Pritchard, Shane A; Blackstock, Felicity C; Keating, Jennifer L; Nestel, Debra

    2017-11-01

    The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students. Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone. Data were analyzed independently by three researchers using principles of inductive thematic analysis. Four themes were identified that represent the key structural components of SP programs considered by educators seeking to optimize learning for health professional students in SP programs: managing SPs by operationalizing an effective program, selecting SPs by rigorously screening for suitability, preparing SPs by educating for a specific scenario, and directing SPs by leading safe and meaningful interactions. Within these components, subthemes were described, with considerable variation in approaches. Key structural components to SP programs were consistently described by experienced SP educators who operationalize them. A framework has been proposed to assist educators in designing high-quality SP programs that support SPs and learners. Future research is required to evaluate and refine this framework and other evidence-based resources for SP educators.

  9. A Framework for Assessing Developmental Education Programs

    ERIC Educational Resources Information Center

    Goldwasser, Molly; Martin, Kimberly; Harris, Eugenia

    2017-01-01

    This paper presents a framework for educators, administrators, and researchers to assess distinct facets of developmental education programs. The researchers review the literature on best practices in developmental education with regards to program cost, program structure, and student placement procedures. This paper also identifies seven model…

  10. Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education.

    PubMed

    Shaw, Tim; Barnet, Stewart; Mcgregor, Deborah; Avery, Jennifer

    2015-01-01

    Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.

  11. Financial Audit: Guaranteed Student Loan Program's Internal Controls and Structure Need Improvement. Report to the Congress.

    ERIC Educational Resources Information Center

    Wurtz, Donald R.; And Others

    An evaluative study was done of the Department of Education's system of internal accounting controls over the Federal Family Education Loan Program, known as the guaranteed student loan program. The study evaluated internal control systems, the structure of the program with respect to the role of guaranty agencies, and the Department's ability to…

  12. FOSPA Program Description. Parent-Child Programs: District 742 Community Education's Early Childhood Family Education Project [Revised].

    ERIC Educational Resources Information Center

    Hoodecheck, Jeanne; Kearns, Ellen

    The Family Oriented Structured Preschool Activity (FOSPA) program, an Early Childhood/Family Education program for parents and their 4-year-old children, is described. FOSPA is a nationally validated Title III, Elementary and Secondary Education Act demonstration project in the St. Cloud Community Schools district of Minnesota. Based on research…

  13. The Effectiveness of Structured Group Education on Ankylosing Spondylitis Patients.

    PubMed

    Kasapoglu Aksoy, Meliha; Birtane, Murat; Taştekin, Nurettin; Ekuklu, Galip

    2017-04-01

    Ankylosing spondylitis (AS) is a common inflammatory rheumatic disease that affects the axial skeleton which can lead to structural and functional impairments. It has a negative impact on the person's daily life activities. Early diagnosis, exercise and patient education are factors playing a major role on prognosis. The purpose of the study was to compare the structured theoretical and exercise educational program with routine clinic educational efforts on the parameters of the disorder over a 3 month follow up. This randomized, educational intervention study was performed on 41 AS patients. A 5 day structured education and exercise program was applied to the first group of patients (Group 1) in subgroups consisting 4-5 patients each. Patients had group exercises throughout the education program. The second group followed routine clinical care. The effectiveness of the treatment was assessed by Bath ankylosing spondylitis functional (BASFI), Bath ankylosing spondylitis disease activity (BASDAI), Bath ankylosing spondylitis global (BAS-G), Bath ankylosing spondylitis metrology indices (BASMI), chest expansion, short form-36 (SF-36), ankylosing spondylitis quality of life scale (ASQoL) and laboratory parameters in all patients. Patients were evaluated on initiation and after 3 months. Significant improvements in BASFI, BASDAI and BAS-G, chest expansion, SF-36 and ASQoL indices were observed in Group 1 No difference could be found in BASMI and chest expansion. A structured educational and exercise intervention had a positive effect on the functional status,disease activity, and general well-being and quality of life. It also, shows that education programs should be within the routine treatment program for AS.

  14. A New Model Program for Academically Gifted Students in Turkey: Overview of the Education Program for the Gifted Students' Bridge with University (EPGBU)

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2013-01-01

    All over the world, studies related to design of appropriate educational programs for gifted students have been continuing. It is also important that these programs should be adapted to both realities of countries and developing educational technologies. In Turkey, the structure of The Education Program for the Gifted Students' Bridge with…

  15. Basis of Accreditation for Educational Programs in Allied Medical Disciplines.

    ERIC Educational Resources Information Center

    Canadian Medical Association, Ottawa (Ontario).

    Designed as a guide to accreditation for educational programs in the allied medical disciplines in Canada, this report provides educators with guidelines, general requirements and requirements for specific programs. Following information on the organization, structure, goals and terminology of accreditation of allied medical programs in Canada,…

  16. A National Content Analysis of PhD Program Objectives, Structures, and Curricula: Do Programs Address the Full Range of Social Work's Needs?

    ERIC Educational Resources Information Center

    Drisko, James; Hunnicutt, Christie; Berenson, Laura

    2015-01-01

    The Group for the Advancement of Doctoral Education (GADE) promotes excellence in PhD education in Social Work. GADE's 2013 Quality Guidelines for PhD Programs heavily emphasize preparation for research. Little is known, however, about the details of the contemporary social work PhD program structure and curriculum. Several prior surveys have…

  17. Musculoskeletal education in physical medicine and rehabilitation residency programs.

    PubMed

    Smith, Jay; Krabak, Brian J; Malanga, Gerard A; Moutvic, Margaret A

    2004-10-01

    To characterize current musculoskeletal (MSK) education experiences in physical medicine and rehabilitation residency programs and to identify perceived barriers to providing more extensive MSK education experiences. In addition, to establish utilization patterns for the PASSOR Physical Examination Core Competencies List. Between March and November 2003, all 81 physical medicine and rehabilitation residency program directors were asked to complete an MSK education survey developed by the authors. A total of 69 of 81 program directors (86%) responded after multiple contacts. The most frequently utilized MSK education formats were MSK lecture series, MSK departmental conferences, and physical examination workshops. Potential barriers to expanded MSK education included money, time, and staff number. Given unlimited resources, most residency programs would greatly increase utilization of visiting lecturers, CD-ROMs/DVDs, objective structured clinical examinations, and physical examination videos. Of the 30 program directors who recalled receiving the Core Competencies List, only 40% (12 of 30) have formally integrated the list into their residency training. Barriers to implementation included logistical challenges and lack of direction regarding implementation. Residency program directors indicate a strong interest in expanding resident MSK education through the use of CD-ROMs/DVDs, physical examination videos, objective structured clinical examinations, and visiting lecturer programs. CD-ROMs/DVDs and videos represent particularly attractive educational formats for supplementing resident MSK education due to the advantages of central production, nominal costs, widespread distribution, multimedia capabilities, and accessibility. These educational formats should be considered for targeted educational initiatives to enhance resident MSK education, regardless of residency program size or resources.

  18. Handbook for Instructors. Guide for Parent Instructors in Parent Education Programs. Columbia Basin College Parent Education Program.

    ERIC Educational Resources Information Center

    Debban, Barbara, Comp.; And Others

    This handbook is designed to explain the structure and the existing regulations and procedures of the programs affiliated with the Parent Education Program at Columbia Basin College (CBC), Washington. Purpose of the program is to give parents the opportunity to increase their understanding of children. Section I addresses the importance of parent…

  19. Development Of Educational Programs In Renewable And Alternative Energy Processing: The Case Of Russia

    NASA Astrophysics Data System (ADS)

    Svirina, Anna; Shindor, Olga; Tatmyshevsky, Konstantin

    2014-12-01

    The paper deals with the main problems of Russian energy system development that proves necessary to provide educational programs in the field of renewable and alternative energy. In the paper the process of curricula development and defining teaching techniques on the basis of expert opinion evaluation is defined, and the competence model for renewable and alternative energy processing master students is suggested. On the basis of a distributed questionnaire and in-depth interviews, the data for statistical analysis was obtained. On the basis of this data, an optimization of curricula structure was performed, and three models of a structure for optimizing teaching techniques were developed. The suggested educational program structure which was adopted by employers is presented in the paper. The findings include quantitatively estimated importance of systemic thinking and professional skills and knowledge as basic competences of a masters' program graduate; statistically estimated necessity of practice-based learning approach; and optimization models for structuring curricula in renewable and alternative energy processing. These findings allow the establishment of a platform for the development of educational programs.

  20. Basis of Accreditation for Educational Programs in Designated Health Science Professions.

    ERIC Educational Resources Information Center

    Canadian Medical Association, Ottawa (Ontario).

    Designed as a guide to accreditation for educational programs in designated health science professions in Canada, this report provides educators with guidelines, general requirements, and requirements for specific programs. Following information on the organization, structure, goals, mission, values, philosophy, and terminology of accreditation of…

  1. Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program

    ERIC Educational Resources Information Center

    Waddell, Jennifer

    2014-01-01

    This article describes an urban teacher education program on a predominantly White campus, in which 71% of the students in the program were students of color. This article details a qualitative study and highlights the structures of support most influential in the retention of students within the program. Findings suggest that a multifaceted…

  2. 49 CFR 25.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  3. 22 CFR 229.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  4. 22 CFR 229.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  5. 22 CFR 146.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  6. 22 CFR 146.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  7. 22 CFR 229.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  8. 49 CFR 25.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  9. 22 CFR 146.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  10. 28 CFR 54.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  11. 22 CFR 229.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  12. 10 CFR 1042.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  13. 22 CFR 229.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 229.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  14. 10 CFR 1042.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  15. 28 CFR 54.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  16. 28 CFR 54.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  17. 22 CFR 146.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  18. 28 CFR 54.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  19. 49 CFR 25.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  20. 49 CFR 25.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 25.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  1. 10 CFR 1042.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  2. 10 CFR 1042.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1042.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  3. 22 CFR 146.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 146.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  4. Tender Beginnings program: an educational continuum for the maternity patient.

    PubMed

    Brown, Susan E H

    2006-01-01

    The Tender Beginnings program demonstrates a comprehensive educational plan for maternity patients that can be extended throughout pregnancy, the birth process, and into the postpartum period. In today's healthcare environment, where the maternity patient continues to experience a shortened stay structure, the hurried learning process that is absorbed over a 48-hour stay is often ineffectual. This program provides a strategy and framework for effective teaching that can be successfully implemented all through the peripartum period. Budgetary constraints have given way to an innovative approach and opportunity for the healthcare specialist to explore an entrepreneurial relationship within the structure of the program. The Tender Beginnings program has proven to be a true integration of community educational outreach, nurse entrepreneurship, hospital-based education, and postpartum/neonatal follow-up.

  5. Higher Education Support Services and Graduation Rates of Structured Education Program Students

    ERIC Educational Resources Information Center

    Hepner, Seth

    2017-01-01

    The 1st-year retention rate of the Structured Education Program (SEP) is 90%, yet the 6-year graduation rate of SEP students is 29%. The gap between SEP 1st-year retention and graduation rates is the problem that this study addressed. The low graduation rate of SEP students is an important issue because graduation rates are used to measure the…

  6. Guidelines for Vocational Education Program in Nebraska Public Schools.

    ERIC Educational Resources Information Center

    Nebraska State Dept. of Education, Lincoln. Div. of Vocational Education.

    The publication serves as a supplement to the Nebraska State plan of vocational education and outlines detailed directions that are needed for a more comprehensive treatment of program development and operational procedures. The report is structured in seven sections: (1) general provisions; (2) financial participation; (3) educational programs in…

  7. Standards Based Reform. Abbott Implementation Resource Guide

    ERIC Educational Resources Information Center

    Passantino, Claire; Kenyon, Susan

    2004-01-01

    The goal of this guide is to provide information, support and practical tools that may help educators design, implement, and evaluate their school's standards-based education program. In order to work, a comprehensive, standards-based educational program must, by definition, be the organizing structure upon which the school program operates.…

  8. Movement Education For Preschool Children.

    ERIC Educational Resources Information Center

    Riggs, Maida L., Ed.; And Others

    This booklet explores why movement education is important for preschool children, what activities to include in a program, how and where to conduct a program, and criteria that can help to structure the program environment. The first section presents a rationale for the use of movement education for helping preschool children to develop…

  9. Adaptive Physical Education: Instructional Module for Special Education Minors.

    ERIC Educational Resources Information Center

    Smyser, Sheryl; And Others

    This module is designed to familiarize students preparing to be special education teachers with the physical needs of the exceptional student. Information is given on how to structure an adaptive physical education program designed to meet those needs, including development of an individualized education program (IEP). The module covers such…

  10. A Mixed Methods Study Exploring the Factors and Behaviors That Affect Glycemic Control Following a Structured Education Program: The Irish DAFNE Study

    ERIC Educational Resources Information Center

    Casey, Dympna; O'Hara, Mary Clare; Meehan, Ben; Byrne, Molly; Dinneen, Sean F.; Murphy, Kathy

    2016-01-01

    Aim: To explain the factors affecting glycemic control (measured by HbA1c) following the Dose Adjustment for Normal Eating (DAFNE) program. Background: DAFNE is a structured education program designed to assist persons with type 1 diabetes mellitus achieve optimal glycemic control. However, not all participants reach this goal. Few studies…

  11. Going off Script: Structure and Agency in Individualized Education Program Meetings

    ERIC Educational Resources Information Center

    Bray, Laura E.; Russell, Jennifer Lin

    2016-01-01

    In this comparative case study, we draw from neoinstitutional and structuration theory to examine the individualized education program (IEP) meetings for five high school students identified with specific learning disabilities. Specifically, we examine how participants interacted during the IEP meetings and how learning, instruction, and…

  12. 6 CFR 17.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  13. 43 CFR 41.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  14. 41 CFR 101-4.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  15. 43 CFR 41.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  16. 10 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  17. 29 CFR 36.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 36.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  18. 6 CFR 17.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  19. 41 CFR 101-4.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  20. 44 CFR 19.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  1. 43 CFR 41.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  2. 10 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  3. 14 CFR 1253.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  4. 14 CFR 1253.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  5. 29 CFR 36.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 36.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  6. 6 CFR 17.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  7. 41 CFR 101-4.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  8. 44 CFR 19.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  9. 29 CFR 36.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 36.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  10. 6 CFR 17.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  11. 45 CFR 86.55 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  12. 45 CFR 86.55 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  13. 41 CFR 101-4.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  14. 10 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  15. 40 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  16. 43 CFR 41.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  17. 41 CFR 101-4.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 101-4.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or...

  18. 40 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  19. 45 CFR 86.55 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  20. 43 CFR 41.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 41.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  1. 10 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  2. 45 CFR 86.55 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  3. 14 CFR 1253.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  4. 45 CFR 86.55 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 86.55 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  5. 44 CFR 19.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  6. 14 CFR 1253.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  7. 44 CFR 19.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  8. 40 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  9. 44 CFR 19.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 19.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  10. 40 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  11. 10 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR... Education Programs or Activities Prohibited § 5.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b) Maintain or establish separate lines of...

  12. 6 CFR 17.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 17.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  13. Intergenerational Education: Young and Old Learning Together.

    ERIC Educational Resources Information Center

    Ginnane, Patrick

    A compilation of descriptions of 8 intergenerational educational programs, this report emphasizes the positive relationship between children and older people. These programs were selected to highlight differing program components, administrative structures, and funding bases. Two programs involve children visiting nursing homes. Elders work in…

  14. Positive and Negative Numbers: Level I, Unit 6, Lesson 1; States of Matter: Lesson 2; Properties and Measures of Matter: Lesson 3; Energy, Matter, Theory and Law: Lesson 4; The Particles and Structure of Matter: Lesson 5. Advanced General Education Program. A High School Self-Study Program.

    ERIC Educational Resources Information Center

    Manpower Administration (DOL), Washington, DC. Job Corps.

    An advanced General Education Program has been designed to prepare an individual with the information concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the…

  15. Developing and Implementing a Content Structure for Educational Television Programming in the Area of Career Education. Satellite Technology Demonstration, Technical Report No. 0506.

    ERIC Educational Resources Information Center

    Lonsdale, Helen C.; McWilliams, Alfred E., Jr.

    The Program Component of the Satellite Technology Demonstration (STD) developed the programing for a television series on career planning for junior high school students. A program called "Time Out" was designed, developed, and implemented to be broadcast throughout the Rocky Mountain States. A staff of educators and communicators…

  16. CFAE: The Casebook. Aid-to-Education Programs of Leading Business Concerns.

    ERIC Educational Resources Information Center

    Council for Financial Aid to Education, New York, NY.

    Details of the aid-to-education programs of leading companies are compiled, revealing profiles of corporate purposes and policies in educational support and the principal types of support mechanisms being used to reflect corporate interests. Ways in which diverse corporate interests can be accommodated by program structure are shown. The casebook…

  17. The Implications of A. H. Maslow's "Hierarchy of Needs" Theory for Adult Education.

    ERIC Educational Resources Information Center

    Warren, Earle Theodore

    The Maslow Hierarchy of Needs was reviewed and implications were sought for adult education theory, program planning and operation, promotional activities, and program evaluation. Maslow's work suggested self-actualization as an ultimate goal, meaning that adult education programs should be structured to foster both the acquisition of facts,…

  18. Integration, Reflection, Interpretation: Realizing the Goals of a General Education Capstone Course

    ERIC Educational Resources Information Center

    Fernandez, Nancy Page

    2006-01-01

    For the past 23 years, students at California State Polytechnic University at Pomona have benefited from its Interdisciplinary General Education Program (IGE)--a sequential, interdisciplinary general education program that culminates in a capstone course. IGE's history and structure support a strong culture of assessment. The program, founded in…

  19. Accreditation of Health Educational Programs. Part 1: Staff Working Papers.

    ERIC Educational Resources Information Center

    Study of Accreditation of Selected Health Educational Programs, Washington, DC.

    This publication contains the first set of working papers concerned with structure, financing, research, and expansion as they relate to the accreditation of health education programs conducted by professional agencies. Texts of these papers are included: (1) "Historical Introduction to Accreditation of Health Educational Programs" by W.K. Selden,…

  20. Vision Forward for NASA's Astrophysics Education Program

    NASA Astrophysics Data System (ADS)

    Hasan, Hashima; Sheth, Kartik J.

    2016-01-01

    NASA has recently re-structured its Science Education program with the competitive selection of twenty-seven programs. Of these, ~60% are relevant to Astrophysics, and three have primarily Astrophysics content. A brief overview of the rationale for re-structuring will be presented. We have taken a strategic approach, building on our science-discipline based legacy and looking at new approaches given Stakeholder priorities. We plan to achieve our education goals with the selection of organizations that utilize NASA data, products, or processes to meet NASA's education objectives; and by enabling our scientists and engineers with education professionals, tools, and processes to better meet user needs. Highlights of the selected programs will be presented, and how they enable the vision going forward of achieving the goal of enabling NASA scientists and engineers to engage more effectively with learners of all ages.

  1. Professional Identity Formation: Considerations for Athletic Training Education

    ERIC Educational Resources Information Center

    Peer, Kimberly S.

    2016-01-01

    Clinical education is a complex element of educational programs in health care. Understanding identity is important because how educators structure learning experiences and foster the development of professionals within these programs impacts students as they emerge into professional practice. This article discusses five cultural dimensions of…

  2. The Organisation of Education in Ireland during 1974-1976 and Major Trends in Educational Development 1974-1976.

    ERIC Educational Resources Information Center

    Department of Education, Dublin (Ireland).

    This publication examines the educational system of Ireland. It discusses the system's legal basis in the Irish Constitution, structure, attendance requirements, primary and secondary school programs, teacher education, special education programs for the physically and mentally handicapped, vocational schools, religious and community schools,…

  3. Donkeys and Superteachers: Structural Adjustment and Popular Education in Latin America

    NASA Astrophysics Data System (ADS)

    Fischman, Gustavo

    1998-03-01

    In the past two decades Latin American governments have carried out dramatic social and economic transformations. The application of different programs of structural adjustment and decentralization has promoted deep changes, not only in the economic and social arenas, but also within the educational systems. The dominant tendency is to look for all the answers to educational problems in the realm of the "free market". However, contrary to what this situation may suggest, practitioners of "popular education" in the region have not lost all their vitality. This paper explores the challenges and possibilities of popular education by examining the educational field after the application of structural adjustment programs, presenting a critique of Gramsci's model of the organic intellectual as understood by many within popular education, and offering the specific example of a popular education workshop in Argentina.

  4. 34 CFR 106.55 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false Job classification and structure. 106.55 Section 106.55 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL...

  5. 34 CFR 106.55 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Job classification and structure. 106.55 Section 106.55 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL...

  6. 34 CFR 106.55 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false Job classification and structure. 106.55 Section 106.55 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL...

  7. 34 CFR 106.55 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Job classification and structure. 106.55 Section 106.55 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL...

  8. 34 CFR 106.55 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false Job classification and structure. 106.55 Section 106.55 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL...

  9. Flight-vehicle structures education in the US: Assessment and recommendations

    NASA Technical Reports Server (NTRS)

    Noor, Ahmed K.

    1987-01-01

    An assessment is made of the technical contents of flight-vehicle structures curricula at 41 U.S. universities with accredited aerospace engineering programs. The assessment is based on the technical needs for new and projected aeronautical and space systems as well as on the likely characteristics of the aerospace engineering work environment. A number of deficiencies and areas of concern are identified and recommendations are presented for enhancing the effectiveness of flight-vehicle structures education. A number of government supported programs that can help aerospace engineering education are listed in the appendix.

  10. 18 CFR 1317.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  11. 45 CFR 618.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  12. 18 CFR 1317.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  13. 15 CFR 8a.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  14. 31 CFR 28.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  15. 31 CFR 28.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  16. 45 CFR 618.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  17. 15 CFR 8a.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  18. 15 CFR 8a.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  19. 15 CFR 8a.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  20. 31 CFR 28.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  1. 31 CFR 28.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  2. 18 CFR 1317.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  3. 45 CFR 618.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  4. 18 CFR 1317.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  5. 45 CFR 618.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  6. 31 CFR 28.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 28.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  7. 45 CFR 618.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 618.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  8. 14 CFR § 1253.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1253.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  9. 15 CFR 8a.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 8a.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  10. 18 CFR 1317.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 1317.520 Job classification and structure. A recipient shall not: (a) Classify a job as being for males or for females; (b...

  11. Impact of health education on drug adherence and self-care in people with epilepsy with low education.

    PubMed

    Dash, Deepa; Sebastian, Teenu Mary; Aggarwal, Meena; Tripathi, Manjari

    2015-03-01

    This study was conducted to observe the effect of a structured educational program on drug adherence and self-care management in people with epilepsy in a developing country. A total of 180 consecutive people with epilepsy were enrolled from the epilepsy clinic of a tertiary care hospital in North India. Out of these, 90 were randomized to the epilepsy health education group and received the educational program and 90 were in the control group and received the standard of care but did not receive any structured educational program. The modified Morisky Medication Adherence Scale (MMAS) and Epilepsy Self-Efficacy Scale (ESES) were administered to assess drug adherence and self-care, respectively, on the day of enrollment. The patients enrolled in the epilepsy health education group received 4 sessions of the structured educational program. The MMAS and ESES questionnaires were again administered to both groups after 6months. Continuous and categorical variables were compared between control and epilepsy health education groups using a chi-square test, with p value less than 0.05 considered significant. A comparison between pretest and posttest MMAS scores and ESES scores was done using a paired t-test. In the epilepsy health education group, the pretest mean MMAS score was 6.58 whereas the posttest mean MMAS score was 7.53; the difference was significant (p=0.001). The mean MMAS scores for the control group's pretest and posttest were 6.46 and 6.58, respectively, which were not significantly different (p=0.224). On comparing the ESES scores at the beginning of the study and after 6months, there was no significant change in both groups. The present study proves the efficacy of a structured educational program in improving drug adherence in a cohort of people with epilepsy with low educational background. Copyright © 2014 Elsevier Inc. All rights reserved.

  12. The Effectiveness of Structured Supported Education Programs for Families With Intellectually Disabled Children: The Example of Turkey.

    PubMed

    Cenk, Sibel Coskun; Muslu, Gonca Karayagiz; Sarlak, Deniz

    2016-12-01

    This a quasi-experimental study that was conducted at a specialized education school in a city in Turkey for the purpose of evaluating the effectiveness of a structured supported education program for the parents of children with intellectual disability (ID). The education program was conducted with a total of 8 groups attending 3 sessions. 104 individuals completing the program sessions and comprised the sample. In a comparison of parents' levels of knowledge, the mean number of correct answers on the pretest was 15±3.75 and 19.25±2.88 on the posttest. Beck hopelessnes scores were 9.75±4.14 before the education and 6.25±4.77 after the education; this differences were statistically significant. It was found that the supported education of parents of individuals with ID made an impact on the family's knowledge and level of hopelessness. Copyright © 2016 Elsevier Inc. All rights reserved.

  13. Mission possible: twenty-five years of university and college collaboration in baccalaureate nursing education.

    PubMed

    Zawaduk, Cheryl; Duncan, Susan; Mahara, M Star; Tate, Betty; Callaghan, Doris; McCullough, Deborah; Chapman, Marilyn; Van Neste-Kenny, Jocelyne

    2014-10-01

    In Canada, nurse educators from five postsecondary institutions in the province of British Columbia established a collaborative nursing education initiative in 1989, with a vision to transform RN college diploma programs to baccalaureate degree programs. The principles, processes, and structures that served to develop and sustain this nursing education initiative are briefly reviewed. Curriculum, scholarship, and education legislation serve as platforms to critically explore a 25-year history (1989-2014) of successes, challenges, and transitions within this unique nursing education collaboration. The importance of curriculum development as faculty development, program evaluation as an adjunct to pedagogical scholarship, diversity of cross-institutional mandates, political interplay in nursing education, collegiality, and courageous leadership are highlighted. Nurse educators seeking to create successful collaborations must draw upon well-defined principles and organizational structures and processes to guide pedagogical practices and inquiry while remaining mindful of and engaged in professional and societal developments. Copyright 2014, SLACK Incorporated.

  14. Why Do Tertiary Education Graduates Regret Their Study Program? A Comparison between Spain and the Netherlands

    ERIC Educational Resources Information Center

    Kucel, Aleksander; Vilalta-Bufi, Montserrat

    2013-01-01

    In this paper we investigate the determinants of regret of study program for tertiary education graduates in Spain and the Netherlands. These two countries differ in their educational system in terms of the tracking structure in their secondary education and the strength of their education-labor market linkages in tertiary education. Therefore, by…

  15. Structure and Strategies in Children's Educational Television: The Roles of Program Type and Learning Strategies in Children's Learning

    ERIC Educational Resources Information Center

    Linebarger, Deborah L.; Piotrowski, Jessica Taylor

    2010-01-01

    Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or…

  16. State of Wisconsin Evaluation Conference Summary: ESEA Title I Migrant Education Programs, Summer of 1979.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison. Div. for Management and Planning Services.

    The Elementary Secondary Education Act Title I Wisconsin Migrant Education Conference was held on August 6, 1979 to evaluate programs and to gather program planning data. Data for this evaluation were collected by means of both structured interaction of the 53 conference participants and questionnaires completed by participants. The teachers felt…

  17. A Culturally Responsive, Transnational Middle Grades Teacher Education Program in American Samoa

    ERIC Educational Resources Information Center

    Zuercher, Deborah K.; Yoshioka, Jon; Deering, Paul D.; Martin, Katie; Curry, Kezia; O'Neill, Tara; Apisa, Sheila W.

    2012-01-01

    Since 1979, the American Samoa Department of Education and the University of Hawai'i have partnered to provide education and training for American Samoan teachers. Beginning in 2009, these efforts have focused on teachers in the middle grades. This article describes the context, program structure, and implementation of a graduate degree program in…

  18. NDEA FOREIGN LANGUAGE INSTITUTE PROGRAMS--THE DEVELOPMENT OF A NEW EDUCATIONAL MODEL.

    ERIC Educational Resources Information Center

    AXELROD, JOSEPH

    FOREIGN LANGUAGE INSTITUTE PROGRAMS, HAVING ADOPTED A STRUCTURE OUTSIDE OF THE DOMINANT MODEL IN EDUCATION, HIGHLIGHT WHAT IS WRONG WITH THE ESTABLISHED HIGHER EDUCATIONAL SYSTEM AND GIVE CLUES AS TO HOW IT MAY BE IMPROVED. THESE INSTITUTE PROGRAMS OFFER A PERSONALIZED ATMOSPHERE, WITH CURRICULAR UNITY, WHERE LEARNING IS MORE OF A GROUP ACTIVITY,…

  19. The Growth of Social Work Education Programs, 1985-1999: Its Impact on Economic and Educational Factors Related to the Profession of Social Work.

    ERIC Educational Resources Information Center

    Karger, Howard Jacob; Stoesz, David

    2003-01-01

    Using a modified labor market analysis, examines the impact of growth of social work programs on educational standards, the human services labor market, and the salary structure of graduates. Suggests that a perceived surplus of social work education programs has been detrimental to the income potential of entry-level social workers, to the…

  20. Donkeys and Superteachers: Structural Adjustment and Popular Education in Latin America.

    ERIC Educational Resources Information Center

    Fischman, Gustavo

    1998-01-01

    Explores the challenges and possibilities of popular education by examining the educational field after the application of structural adjustment programs in Latin America. Presents a critique of Gramsci's model of the organic intellectual as understood by many within popular education. Offers the specific example of a popular-education workshop in…

  1. Mujeres Unidas en Accion: A Popular Education Process.

    ERIC Educational Resources Information Center

    Young, Eva; Padilla, Mariwilda

    1990-01-01

    Describes the development and structure of Mujeres Unidas en Accion, Inc., a nonprofit community-based agency in Dorchester, Massachusetts, that offers educational programs to low-income Latina women, and looks closely at one of its educational components, the Spanish program. (Author/JOW)

  2. An Interdisciplinary Teacher Education Program.

    ERIC Educational Resources Information Center

    And Others; Little, Robert M.

    1980-01-01

    The University of Washington School of Dentistry developed a 36-month formal teacher education program in combination with joint specialty training in pedodontics and orthodontics. The rationale and structure of the original program is outlined and the reasons for its termination are discussed. (Author/MLW)

  3. Sexuality Education: An Evaluation of Programs and Their Effects.

    ERIC Educational Resources Information Center

    Kirby, Douglas

    This document is the first volume of a six-volume report on sexuality education. This volume summarizes the structure and content of sexuality education in the United States, reviews the literature on the effects of sexuality education, describes the evaluation methods, provides a description of and the evaluation data for each program, and…

  4. Education as Anti-Structure: Non-Formal Education in Social and Ethnic Movements.

    ERIC Educational Resources Information Center

    Paulston, Rolland G.

    The article describes how folk educational programs in the United States and in the Scandinavian countries work toward behavioral and social change efforts. The conditions under which collective change efforts create their own educational programs, the most effective pedagogical processes, and the variables associated with successful attempts to…

  5. Access Barriers to Distance Education in Secondary Career and Technical Education Programs in Central Virginia

    ERIC Educational Resources Information Center

    Goodwyn, Patrell Vachyi

    2010-01-01

    The qualitative phenomenological study explored the perceived institutional access barriers to distance education at comprehensive high schools with secondary career and technical education programs in central Virginia. Semi-structured interviews were conducted to gather data via email, telephone, and face-to-face. A purposive sample of 24…

  6. How Learning Conditions and Program Structure Predict Burnout and Satisfaction in Teacher Education

    ERIC Educational Resources Information Center

    Zimmermann, Friederike; Rösler, Lena; Möller, Jens; Köller, Olaf

    2018-01-01

    To support prospective teachers' professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed…

  7. Flight-vehicle structures education in the United States Assessment and recommendations

    NASA Technical Reports Server (NTRS)

    Noor, Ahmed K.; Dixon, S. C.

    1987-01-01

    An assessment is made of the technical contents of flight-vehicle structures curricula at 41 U.S. universities with accredited aerospace engineering programs. The assessment is based on the technical needs for the new and projected aeronautical and space systems as well as on the likely characteristics of the aerospace engineering work environment. A number of deficiencies and areas of concern are identified and recommendations are presented for enhancing the effectiveness of flight-vehicle structures education. A number of government supported programs that can help aerospace engineering education are listed in the appendix.

  8. C.I.T.E. Community Integrated Training and Education: An Alternative to Facility-Based Services.

    ERIC Educational Resources Information Center

    Robinson, David L.

    The Community Integrated Training and Education (C.I.T.E.) program, sponsored by the Hamilton County (Ohio) Board of Mental Retardation, is a support program for county families with mentally retarded children, aged 6 months to 22 years. The program is structured to provide education and training for families who have decided against residential…

  9. Building a Peace Education Program: Critical Reflections on the Notre Dame University Experience in the Philippines. Peace Education Miniprints No. 38.

    ERIC Educational Resources Information Center

    Toh, Swee-Hin; And Others

    This paper draws upon the experiential and theoretical insights gained from 5 years of developing a peace education program at Notre Dame University in the Philippines. The critical reflections on that experience encompass the processes, relationships, and structures embodied in the program, and its achievements, constraints, difficulties, and…

  10. Subsidy Estimates for Guaranteed and Direct Student Loans. A CBO Paper

    ERIC Educational Resources Information Center

    Humphrey, Justin

    2005-01-01

    The federal government assists students and their parents in meeting the costs of postsecondary education through two student loan programs, the Federal Family Education Loan Program and the William D. Ford Direct Loan Program. Although the two programs provide similar benefits to borrowers, their structures and operations differ greatly. As a…

  11. Structured Parent Education in the Management of Childhood Atopic Dermatitis: The Berlin Model.

    ERIC Educational Resources Information Center

    Wenninger, Kerstin; Kehrt, Rainer; von Ruden, Ursula; Lehmann, Christine; Binder, Christiane; Wahn, Ulrich; Staab, Doris

    2000-01-01

    Describes the goals and content of the Berlin education program for parents and children with atopic dermatitis (AD). Program included six group sessions concerning medical, nutritional, and psychological issues. Program aimed to contribute towards a comprehensive, family-oriented management of childhood AD. Data showed the program had a positive…

  12. Land Application of Wastes: An Educational Program - Introduction and Script.

    ERIC Educational Resources Information Center

    Clarkson, W. W.; And Others

    This is the introductory module to the Land Application of Wastes educational program. The module contains information on the content, structure, and dynamics of the program. Also included with the module is a script to accompany a slide presentation. The Land Application of Wastes program consists of twenty-five modules and audio-visual…

  13. NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

    USGS Publications Warehouse

    Allner, Matthew; McKay, C.; Coe, L.; Rask, Jon; Paradise, Jim; Wynne, J.J.

    2008-01-01

    Introduction: NASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers. Purpose: This paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs. Methods: The investigation further provides a detailed overview of the structure of these two NASA education outreach programs, while providing information regarding selection criteria and program developments over time. Results: Since its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

  14. Methodology for Software Reliability Prediction. Volume 2.

    DTIC Science & Technology

    1987-11-01

    The overall acquisition ,z program shall include the resources, schedule, management, structure , and controls necessary to ensure that specified AD...Independent Verification/Validation - Programming Team Structure - Educational Level of Team Members - Experience Level of Team Members * Methods Used...Prediction or Estimation Parameter Supported: Software - Characteristics 3. Objectives: Structured programming studies and Government Ur.’.. procurement

  15. A Proposal to Build an Education Research and Development Program: The Kamehameha Early Education Project Proposal. Technical Report #3.

    ERIC Educational Resources Information Center

    Gallimore, Ronald; And Others

    This report summarizes the programmatic features of a proposal for the Kamehameha Early Education Project (KEEP), a program aimed at the development, demonstration, and dissemination of methods for improving the education of Hawaiian and part-Hawaiian children. A brief description of the proposed project goals, structure, organization, and…

  16. Preschool Education Programs for Children with Autism.

    ERIC Educational Resources Information Center

    Harris, Sandra L., Ed.; Handleman, Jan S., Ed.

    This book highlights 10 preschool education programs for children with autism, focusing on each program's structure and content, diagnosis and assessment, staffing and administration, curriculum, integration, use of aversive behavior modification techniques, family involvement, and outcomes. The book consists of 11 chapters, the first of which is…

  17. Patient education: a tool in the outpatient management of deep vein thrombosis.

    PubMed

    Haines, S T

    1998-01-01

    A key to effective outpatient management of thromboembolic disease is patient education. Although highly effective for the treatment of deep vein thrombosis (DVT), antithrombotic treatment may fail as a result of inadequate patient education. The risk of hemorrhage from antithrombotic drugs is related to a number of factors including intensity of anticoagulation achieved, comorbid illness, concurrent drug therapy, and lifestyle. When patients receive inadequate antithrombotic treatment, the risk of recurrent thromboembolic events and long-term complications are substantially increased. A well-organized, structured education program enables patients to learn the necessary skills that permit complex and valuable therapies to be managed on an outpatient basis. Health care professionals who are part of an outpatient DVT treatment program should possess working knowledge of adult learning theory and instructional design. To be effective, education programs should be systematically planned, have an educationally sound structure, and attempt to meet specific objectives. In addition, they should build on patients' existing knowledge, skills, and attitudes. Periodic evaluation of the education program is important to ensure that overall goals are being adequately met and to identify areas of weakness.

  18. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Electrical Program.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of electrical…

  19. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for the Cosmetology Program.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of cosmetology.…

  20. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Electronics Program.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of electronics.…

  1. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for the Practical Nursing Program.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of practical…

  2. Culturally Responsive Pedagogy for Teacher Candidates of Color in Teacher Education Programs

    ERIC Educational Resources Information Center

    Gist, Conra D.

    2011-01-01

    This dissertation study uses culturally responsive pedagogy as a conceptual framework for exploring how teacher educators structure content, pedagogy, and classroom communities for teacher candidates of color at two model teacher education programs. Using multiple data sources including interviews, focus groups, classroom observations, faculty and…

  3. Structuring Historic Site-Based History Laboratories for Teacher Education

    ERIC Educational Resources Information Center

    Baron, Christine

    2014-01-01

    Providing training for pre-service teachers at historic sites necessitates a reorientation for historic site-based teacher education programs away from strict content learning towards programs that emphasize the modeling of disciplinary problem solving and transfer learning. Outlined here is a History Lab model for teacher education that uses the…

  4. Structuring Program Analysis for Educational Research.

    ERIC Educational Resources Information Center

    Levine, Donald M.

    Education is too complex, multidimensional, and poorly understood to lend itself to a single cost/effectiveness criterion. Rather, analysts in the educational field seek to rank alternatives by their effectiveness, report separately on the cost implications, and leave the tradeoffs to the decisionmaker's judgment. In this context, a program is any…

  5. OCCUPATIONAL EDUCATION--PLANNING AND PROGRAMMING. VOLUME TWO.

    ERIC Educational Resources Information Center

    KOTZ, ARNOLD

    ADDITIONAL POSITION PAPERS BASED ON INFORMATION GATHERED IN THE RECONNAISSANCE SURVEYS OF PLANNING AND PROGRAMING IN OCCUPATIONAL EDUCATION, REPORTED IN VOLUME ONE (VT 005 041), ARE PRESENTED. PART IV, CONCERNED WITH PROGRAM STRUCTURE AND BUDGETING AND THEIR RELATION TO THE PLANNING PROCESS, INCLUDES THE PAPERS--(1) "CURRENT POLICIES AND…

  6. The Logic of Evaluation.

    ERIC Educational Resources Information Center

    Welty, Gordon A.

    The logic of the evaluation of educational and other action programs is discussed from a methodological viewpoint. However, no attempt is made to develop methods of evaluating programs. In Part I, the structure of an educational program is viewed as a system with three components--inputs, transformation of inputs into outputs, and outputs. Part II…

  7. Innovation and entrepreneurship programs in US medical education: a landscape review and thematic analysis

    PubMed Central

    Niccum, Blake A; Sarker, Arnab; Wolf, Stephen J; Trowbridge, Matthew J

    2017-01-01

    ABSTRACT Background: Training in innovation and entrepreneurship (I&E) in medical education has become increasingly prevalent among medical schools to train students in complex problem solving and solution design. Objective: We aim to characterize I&E education in US allopathic medical schools to provide insight into the features and objectives of this growing field. Design: I&E programs were identified in 2016 via structured searches of 158 US allopathic medical school websites. Program characteristics were identified from public program resources and structured phone interviews with program directors. Curricular themes were identified via thematic analysis of program resources, and themes referenced by >50% of programs were analyzed. Results: Thirteen programs were identified. Programs had a median age of four years, and contained a median of 13 students. Programs were led by faculty from diverse professional backgrounds, and all awarded formal recognition to graduates. Nine programs spanned all four years of medical school and ten programs required a capstone project. Thematic analysis revealed seven educational themes (innovation, entrepreneurship, technology, leadership, healthcare systems, business of medicine, and enhanced adaptability) and two teaching method themes (active learning, interdisciplinary teaching) referenced by >50% of programs. Conclusions: The landscape of medical school I&E programs is rapidly expanding to address newfound skills needed by physicians due to ongoing changes in healthcare, but programs remain relatively few and small compared to class size. This landscape analysis is the first review of I&E in medical education and may contribute to development of a formal educational framework or competency model for current or future programs. Abbreviations: AAMC: American Association of Medical Colleges; AMA: American Medical Association; I&E: Innovation and entrepreneurship PMID:28789602

  8. Innovation and entrepreneurship programs in US medical education: a landscape review and thematic analysis.

    PubMed

    Niccum, Blake A; Sarker, Arnab; Wolf, Stephen J; Trowbridge, Matthew J

    2017-01-01

    Training in innovation and entrepreneurship (I&E) in medical education has become increasingly prevalent among medical schools to train students in complex problem solving and solution design. We aim to characterize I&E education in US allopathic medical schools to provide insight into the features and objectives of this growing field. I&E programs were identified in 2016 via structured searches of 158 US allopathic medical school websites. Program characteristics were identified from public program resources and structured phone interviews with program directors. Curricular themes were identified via thematic analysis of program resources, and themes referenced by >50% of programs were analyzed. Thirteen programs were identified. Programs had a median age of four years, and contained a median of 13 students. Programs were led by faculty from diverse professional backgrounds, and all awarded formal recognition to graduates. Nine programs spanned all four years of medical school and ten programs required a capstone project. Thematic analysis revealed seven educational themes (innovation, entrepreneurship, technology, leadership, healthcare systems, business of medicine, and enhanced adaptability) and two teaching method themes (active learning, interdisciplinary teaching) referenced by >50% of programs. The landscape of medical school I&E programs is rapidly expanding to address newfound skills needed by physicians due to ongoing changes in healthcare, but programs remain relatively few and small compared to class size. This landscape analysis is the first review of I&E in medical education and may contribute to development of a formal educational framework or competency model for current or future programs. AAMC: American Association of Medical Colleges; AMA: American Medical Association; I&E: Innovation and entrepreneurship.

  9. Staff survey of organizational structure and process for a Public Health Department.

    PubMed

    Dwyer, J J

    1995-01-01

    A survey of 227 North York Public Health Department (NYPHD) staff provided their perspective on the organizational structure. They perceived that (a) the departmental and divisional organizational structures are effective for program delivery, (b) the Central Resources structure and divisional and departmental reporting structures are moderately effective for program delivery, (c) the decentralized office structure is an advantage for service delivery but less so for administration and intra-division and inter-division communication, (d) the mandatory program structure involves low to moderate interdisciplinary teamwork and moderately impacts service delivery, (e) intra-division and management-staff communication are fair but inter-division and office communication are between poor and fair, (f) education, research, and service are moderately integrated, and (g) the divisional and departmental work atmospheres are a little positive. Management perceived greater participation in program planning, more frequent communication with other divisions, a number of education and research opportunities from various divisions/units, and more management recognition than front line staff did.

  10. Perceived Impact of Quality in a 21st Century Community Learning Center Out-of-School Time Program: A Case Study

    ERIC Educational Resources Information Center

    Wright, Patricia Thomas

    2012-01-01

    Concern for the safety, education and well-being of children during out-of-school time is helping to change the landscape and priorities of families, educators and policy-makers. Changes in family structure and society have presented the need for quality out-of-school time programs. The changing family structure caused by both parents working…

  11. Strengthening the Ties That Bind. Industry-Education Councils Benefit Vocational Programs and Businesses.

    ERIC Educational Resources Information Center

    Clark, Donald M.

    1992-01-01

    Industry-education councils offer a systematic structure for implementing business-education partnerships, enabling vocational schools to link with the power structure of the employment community. Benefits include materials, equipment, inservice training and internships for teachers, job placement, and career information centers. (SK)

  12. Report from the Field: Education under Structural Adjustment in Nigeria and Zambia.

    ERIC Educational Resources Information Center

    Babalola, Joel B.; Lungwangwa, Geoffrey; Adeyinka, Augustus A.

    1999-01-01

    Investigates the effects of the Structural Adjustment Program (SAP) on the educational systems in Nigeria and Zambia. Reports that SAP impacted the public expenditure on education, the purchasing power of the incomes earned by both learning institutions and their staff, and on access, equity, and quality indicators in education at all levels. (CMK)

  13. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for the Quantity Foods Program.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of quantity foods.…

  14. Randomized Evaluation of the Effectiveness of a Structured Educational Program for Patients With Essential Hypertension.

    PubMed

    Perl, Sabine; Niederl, Ella; Kos, Cornelia; Mrak, Peter; Ederer, Herbert; Rakovac, Ivo; Beck, Peter; Kraler, Elisabeth; Stoff, Ingrid; Klima, Gert; Pieske, Burkert M; Pieber, Thomas R; Zweiker, Robert

    2016-07-01

    Adherence to medication and lifestyle interventions are essential keys for the management of hypertension. In this respect, a structured educational program for hypertensive patients has got remarkable merits (herz.leben). In order to determine the isolated effect of participation in the educational program, neglecting the possible impact of more intense care, this prospective multicenter randomized controlled study was designed (NCT00453037). A total of 256 patients in 13 centers were enrolled and randomly assigned to 2 groups (G). G-I (n = 137) underwent the educational program immediately (T-0), G-II (n = 119) after 6 months (T-6). Follow-up visits were done after 6 (T-6) and 12 (T-12) months. Primary endpoint was a difference in office blood pressure (BP) at T-6, when only G-I had undergone the educational program. Patients' baseline characteristics were comparable. At T-6, systolic office and home BP were significantly lower in G-I compared to G-II: office BP systolic 139 (134-150) mm Hg vs. 150 (135-165) mm Hg (P < 0.01); diastolic 80 (76-85) mm Hg vs. 84 (75-90) mm Hg (ns); home BP systolic 133 (130-140) mm Hg vs. 142 (132-150) mm Hg (P < 0.01); diastolic 80 (75-85) mm Hg vs. 80 (76-89) mm Hg (ns)). At T-12, when all patients had undergone the educational program differences in BP disappeared. The results of this multicenter randomized controlled study provide significant evidence for benefit by participation in a structured educational program. Positive effects seem to be mediated by better adherence and life style changes due to higher levels of information and patient empowerment. Therefore, educational strategies should be considered as standard of care for hypertensive patients. © American Journal of Hypertension, Ltd 2015. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  15. Systemic Perspectives on Beginning Teacher Programs.

    ERIC Educational Resources Information Center

    Schlechty, Phillip C.; Whitford, Betty Lou

    1989-01-01

    Discusses the importance of basing beginning teacher programs in schools where roles are structured to support induction and provide exemplary education for students. Addresses structural and political issues, human resource development, and symbolism. (RJC)

  16. Alternative Certification: Can the Problems of Urban Education Be Resolved by Traditional Teacher Education?

    ERIC Educational Resources Information Center

    Haberman, Martin

    1992-01-01

    To adequately prepare effective teachers for urban schools, traditional university-based programs of teacher education need to make serious structural and content changes. This article offers 16 assertions about specific changes that are needed and maintains that, in many alternative certification programs, most of the 16 assertions are…

  17. Morning Star Cycle Two: Follow-up Study.

    ERIC Educational Resources Information Center

    Sloan, L. V.

    Semi-structured telephone interviews were used to gather follow-up data on students who completed the 1977-1979 Morning Star cycle two program, a community-based Native teacher education program at the Blue Quills Native Education Centre leading to a Bachelor of Education degree from the University of Alberta. Of the 24 students who completed…

  18. Data Science Programs in U.S. Higher Education: An Exploratory Content Analysis of Program Description, Curriculum Structure, and Course Focus

    ERIC Educational Resources Information Center

    Tang, Rong; Sae-Lim, Watinee

    2016-01-01

    In this study, an exploratory content analysis of 30 randomly selected Data Science (DS) programs from eight disciplines revealed significant gaps in current DS education in the United States. The analysis centers on linguistic patterns of program descriptions, curriculum requirements, and DS course focus as pertaining to key skills and domain…

  19. Teaching Public Relations in the Future.

    ERIC Educational Resources Information Center

    Grunig, James E.

    1989-01-01

    Presents a brief history of public relations education. Proposes a model program for public relations education and discusses where such a model program logically fits in the university structure and where it would be most likely to receive necessary resources. (MS)

  20. School of Education - Teacher Preparation Program.

    ERIC Educational Resources Information Center

    University of the Pacific, Stockton, CA.

    In recognition of the fact that teachers in this pluralistic society must have a multiplicity of skills, the School of Education of the University of the Pacific in 1970 initiated a self-study structure which resulted in a critical evaluation of its existing programs for the preparation of teachers. Programs were initiated and strengthened in…

  1. The New FARM Program: A Model for Supporting Diverse Emerging Farmers and Early-Career Extension Professionals

    ERIC Educational Resources Information Center

    Sirrine, J. R.; Eschbach, Cheryl L.; Lizotte, Erin; Rothwell, N. L.

    2016-01-01

    As early-career Extension educators challenged by societal, structural, agricultural, and fiscal trends, we designed a multiyear educational program to support the diverse needs of emerging specialty crop producers in northwest Michigan. This article presents outcomes of that program. We explore how Extension professionals can develop impactful…

  2. How to Recognize a Quality Technical Education Program.

    ERIC Educational Resources Information Center

    Doty, Charles R.

    Criteria for the evaluation of quality technical educational programs must be identified if follow-up studies are to be effective. Current research shows that problems in the development of such criteria include the tendency to evaluate programs on the basis of organizational structure rather than on the quality of the instructional program…

  3. Management issues related to effectively implementing a nutrition education program using peer educators.

    PubMed

    Taylor, T; Serrano, E; Anderson, J

    2001-01-01

    To explore the influence of administrative aspects of a nutrition education program with peer educators delivering the program. Telephone interviews with peer educators trained to deliver La Cocina Saludable, a nutrition education program for Hispanics. Open- and closed-ended questions. Abuelas (grandmothers) recruited and trained as peer educators for the program. The sample included peer educators no longer teaching (22%), currently teaching (30%), and who never taught after training. Motives and incentives for becoming peer educators, challenges for peer educators, and reasons peer educators withdrew from the program. Descriptive statistics were used to analyze quantitative data from the closed-ended questions. Qualitative analysis was applied to data from open-ended questions. Working with community and learning about nutrition were prime motivators. Recruiting participants and coordination of classes appeared to be major challenges. Personal issues and traveling in a large geographic area were cited as the main reasons for quitting. The effectiveness of using peer educators for La Cocina Saludable may be improved through empowerment, additional training, a structured and equitable reimbursement system, and assistance to carry out administrative tasks.

  4. Self-Learning through Programmed Learning in Distance Mode.

    ERIC Educational Resources Information Center

    Rao, D. Prakasa; Reddy, B. Sudhakar

    2002-01-01

    Presents the characteristics and development of self-learning material (SLM) in distance education. Discusses teaching with programmed learning; structure of SLM; and how SLM helps in self-study. Discusses the advantages of print materials as accompanying programmed instruction, because they are portable, well-structured, compact, and easily…

  5. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Distributive Education.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of distributive…

  6. Cognitive Education with Deaf Adolescents: Effects of Instrumental Enrichment.

    ERIC Educational Resources Information Center

    Haywood, H. Carl; And Others

    1988-01-01

    Twenty-six deaf adolescents received instruction in a structured program of cognitive education called "Instrumental Enrichment." The program addresses, among other processes, comparison, classification, logical progression, spatial orientation, analysis and synthesis, and syllogistic thinking. Following training, the subjects showed…

  7. Addressing the Irreducible Needs of Interprofessional Education: Creating and Sustaining an Institutional Commons for Health Professions Training.

    PubMed

    Earnest, Mark A; Pfeifle, Andrea L

    2016-06-01

    Leaders in health professions education schools and programs are under pressure to respond to new accreditation requirements for interprofessional education (IPE). The work of creating and sustaining an IPE program at an academic health center is in many ways analogous to the challenge of creating and sustaining a "commons"-a set of resources shared by many, but owned by none. In this Commentary, the authors borrow from the work of Nobel Laureate Elinor Ostrum to describe the "design principles" necessary to build and maintain the set of common resources needed to successfully implement and sustain an IPE program. They interpret these principles in the context of their own experiences implementing IPE programs and recommend three institutional structural elements necessary to build and sustain an IPE program: (1) a representative governance body, (2) an accountable director or leader, and (3) a structure supporting vertical and horizontal communication and authority.

  8. [MD PhD programs: Providing basic science education for ophthalmologists].

    PubMed

    Spaniol, K; Geerling, G

    2015-06-01

    Enrollment in MD PhD programs offers the opportunity of a basic science education for medical students and doctors. These programs originated in the USA where structured programs have been offered for many years, but now German universities also run MD PhD programs. The MD PhD programs provided by German universities were investigated regarding entrance requirements, structure and financing modalities. An internet and telephone-based search was carried out. Out of 34 German universities 22 offered MD PhD programs. At 15 of the 22 universities a successfully completed course of studies in medicine was required for enrollment, 7 programs admitted medical students in training and 7 programs required a medical doctoral thesis, which had to be completed with at least a grade of magna cum laude in 3 cases. Financing required scholarships in many cases. Several German universities currently offer MD PhD programs; however, these differ considerably regarding entrance requirements, structure and financing. A detailed analysis investigating the success rates of these programs (e.g. successful completion and career paths of graduates) would be of benefit.

  9. Outdoor Program Models: Placing Cooperative Adventure and Adventure Education Models on the Continuum.

    ERIC Educational Resources Information Center

    Guthrie, Steven P.

    In two articles on outdoor programming models, Watters distinguished four models on a continuum ranging from the common adventure model, with minimal organizational structure and leadership control, to the guide service model, in which leaders are autocratic and trips are highly structured. Club programs and instructional programs were in between,…

  10. SPECIAL PROBLEMS REPORT, ADULT EDUCATION PROGRAMS FOR RURAL POPULATION IN PAKISTAN AND SUGGESTIONS FOR THEIR IMPROVEMENT.

    ERIC Educational Resources Information Center

    ALI KHAN, ANSAR

    THE AUTHOR DISCUSSES THE NEED FOR FUNCTIONAL, SEQUENTIAL PROGRAMS OF LITERACY, VOCATIONAL, LIBERAL, POLITICAL, AND HUMAN RELATIONS EDUCATION IN RURAL AREAS OF PAKISTAN. PROBLEMS AND CHALLENGES ARE SEEN IN THE OCCUPATIONAL CASTE SYSTEM, FAMILY STRUCTURES, ATTITUDES TOWARD THE EDUCATION OF BOYS AND GIRLS, POOR MEANS OF TRANSPORTATION AND…

  11. Pilot education and safety awareness programs

    NASA Technical Reports Server (NTRS)

    Shearer, M.; Reynard, W. D.

    1984-01-01

    Guidelines necessary for the implementation of safety awareness programs for commuter airlines are discussed. A safety office can be viewed as fulfilling either an education and training function or a quality assurance function. Issues such as management structure, motivation, and cost limitations are discussed.

  12. Status of Instructional Physical Education Programs in Ohio Senior High Schools.

    ERIC Educational Resources Information Center

    Schraibman, Carl

    High school level instructional physical education programs in the state of Ohio are examined to determine the quality of their organizational structure and curricula offerings. Data collected from a 74.3 percent questionnaire response from 70 Ohio school systems describes the functional arrangement of the school programs based on the sex of the…

  13. An Imperative for Leadership Preparation Programs: Preparing Future Leaders to Meet the Needs of Students, Schools, and Communities

    ERIC Educational Resources Information Center

    Beyer, Bonnie

    2009-01-01

    This paper addresses the structure, philosophy, and curriculum of educational leadership preparation programs and the importance of preparing schools leaders to address the unique needs of students and communities. In particular, it will address how programs can be enhanced by integrating organizational research and philosophies from educational,…

  14. Development of a surgical educational research program-fundamental principles and challenges.

    PubMed

    Ahmed, Kamran; Ibrahim, Amel; Anderson, Oliver; Patel, Vanash M; Zacharakis, Emmanouil; Darzi, Ara; Paraskeva, Paraskevas; Athanasiou, Thanos

    2011-05-15

    Surgical educational research is the scientific investigation of any aspect of surgical learning, teaching, training, and assessment. The research into development and validation of educational tools is vital to optimize patient care. This can be accomplished by establishing high quality educational research programs within academic surgical departments. This article aims to identify the components involved in educational research and describes the challenges as well as solutions to establishing a high quality surgical educational research program. A variety of sources including journal articles, books, and online literature were reviewed in order to determine the pathways involved in conducting educational research and establishing a research program. It is vital to ensure that educational research is acceptable, innovative, robust in design, funded correctly, and disseminated successfully. Challenges faced by the current surgical research programs include structural organization, academic support, credibility, time, funding, relevance, and growth. The solutions to these challenges have been discussed. To ensure research in surgical education is of high quality and yields credible results, strong leadership in the organization of an educational research program is necessary. Copyright © 2011 Elsevier Inc. All rights reserved.

  15. Economic Adjustment, Education and Human Resource Development in Africa: The Case of Nigeria

    NASA Astrophysics Data System (ADS)

    Geo-Jaja, Macleans A.; Mangum, Garth

    2003-07-01

    On the basis of the Nigerian experience, this article argues that the structural adjustment programs of the World Bank and the International Monetary Fund, when misapplied, can have a devastating effect on the educational systems that are essential to human resource development. The paper considers how the objectives of structural adjustment might have been accomplished without harming education, and recommends an outcomes-based educational policy for Nigeria which could serve equally well in other developing nations. The key message of the paper is that the ongoing austerity programs have been secured at excessively high human cost, and that it is time for a policy redirection that reaffirms education as the essential tool of all development.

  16. Creating an institutional resource for research education and career development: a novel model from Oregon Clinical and Translational Research Institute.

    PubMed

    Morris, Cynthia D; McCracken, Karen; Samuels, Mary; Orwoll, Eric

    2014-06-01

    We have created an education and career development program within the CTSA structure at OHSU that serves the entire institution. We believe that this is unusual in scope among CTSA programs and has contributed to an increase in career development funding and research skills among fellows and faculty. While the key element is the institutional scope, important elements include: Tailoring programs of emphasis to points of inflection on the career pathway. Minimizing barriers to education by creating a flexible, tuition-free program. An integrated one-stop education and career development approach. An institutional program for career development award applicants as well as recipients. This career development program was developed within the context of a midsize health science university but the overall strategy may be applied to other CTSAs to simplify and reduce costs of education program development.

  17. The effects of two secondary science teacher education program structures on teachers' habits of mind and action

    NASA Astrophysics Data System (ADS)

    Bergman, Daniel Jay

    2007-12-01

    This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

  18. Changing the course of geriatrics education: an evaluation of the first cohort of Reynolds geriatrics education programs.

    PubMed

    Reuben, David B; Bachrach, Peter S; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J; Warshaw, Gregg A; Snyder, Rani; Frank, Janet C

    2009-05-01

    To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes. Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students' responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. All 10 institutions reported structural changes, including newly developed or revised geriatric rotations or courses for their trainees. Most used online Internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and used digital media. On average, each institution trained more than 1,000 medical students, 500 residents, 100 faculty, and 700 nonfaculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary-care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared with students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and the Portal of Geriatric Online Education. The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers.

  19. Diversity of Approaches to Structuring University-Based Earth System Science Education

    NASA Astrophysics Data System (ADS)

    Aron, J.; Ruzek, M.; Johnson, D. R.

    2004-12-01

    Over the past quarter century, the "Earth system science" paradigm has emerged among the interdisciplinary science community, emphasizing interactions among components hitherto considered within separate disciplines: atmosphere (air); hydrosphere (water); biosphere (life); lithosphere (land); anthroposphere (human dimension); and exosphere (solar system and beyond). How should the next generation of Earth system scientists learn to contribute to this interdisciplinary endeavor? There is no one simple answer. The Earth System Science Education program, funded by NASA, has addressed this question by supporting faculty at U.S. universities who develop new courses, curricula and degree programs in their institutional contexts. This report demonstrates the diversity of approaches to structuring university-based Earth system science education, focusing on the 18 current grantees of the Earth System Science Education Program for the 21st Century (ESSE21). One of the most fundamental characteristics is the departmental structure for teaching Earth system science. The "home" departments of the Earth system science faculty range from Earth sciences and physics to agronomy and social work. A brand-new institution created an interdisciplinary Institute for Earth Systems Science and Policy without traditional "parent" departments. Some institutions create new degree programs as majors or as minors while others work within existing degree programs to add or revise courses. A university may also offer multiple strands, such as a degree in the Science of the Earth System and a degree in the Human Dimensions of the Earth System. Defining a career path is extremely important to students considering Earth system science programs and a major institutional challenge for all programs in Earth system science education. How will graduate programs assess prospective students? How will universities and government agencies assess prospective faculty and scientists? How will government agencies allocate funds to interdisciplinary Earth system science and technology? Finally, how should the Earth system science education community evolve?

  20. Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

    PubMed

    Stiers, William; Barisa, Mark; Stucky, Kirk; Pawlowski, Carey; Van Tubbergen, Marie; Turner, Aaron P; Hibbard, Mary; Caplan, Bruce

    2015-05-01

    This study describes the results of a multidisciplinary conference (the Baltimore Conference) that met to develop consensus guidelines for competency specification and measurement in postdoctoral training in rehabilitation psychology. Forty-six conference participants were chosen to include representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, persons involved in medical education practice and research, and consumers of training programs (students). Consensus education and training guidelines were developed that specify the key competencies in rehabilitation psychology postdoctoral training, and structured observation checklists were developed for their measurement. This study continues the development of more than 50 years of thinking about education and training in rehabilitation psychology and builds on the existing work to further advance the development of guidelines in this area. The conference developed aspirational guidelines for competency specification and measurement in rehabilitation psychology postdoctoral training (i.e., for studying the outcomes of these training programs). Structured observation of trainee competencies allows examination of actual training outcomes in relation to intended outcomes and provides a methodology for studying how program outcomes are related to program structures and processes so that program improvement can occur. Best practices in applying program evaluation research methods to the study of professional training programs are discussed. (c) 2015 APA, all rights reserved).

  1. 40 CFR 5.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 5.520 Job... based on sex; or (c) Maintain or establish separate lines of progression, seniority systems, career...

  2. 28 CFR 54.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 54.520 Job classification... based on sex; or (c) Maintain or establish separate lines of progression, seniority systems, career...

  3. The Preparation of Practitioner Educational Psychologists in England

    ERIC Educational Resources Information Center

    Woods, Kevin

    2014-01-01

    Demographic characteristics of professional preparation programs for practitioner educational psychologists in England together with significant recent national and social influences upon this activity are discussed. The paper then provides an original case illustration of the orientation and structure of the preparation program at the University…

  4. 45 CFR 2555.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  5. 13 CFR 113.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance Discrimination on the Basis of Sex in Employment in Education Programs Or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  6. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  7. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  8. 45 CFR 2555.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  9. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  10. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  11. 13 CFR 113.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance Discrimination on the Basis of Sex in Employment in Education Programs Or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  12. 24 CFR 3.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... being for males or for females; (b) Maintain or establish separate lines of progression, seniority lists...

  13. 24 CFR 3.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... being for males or for females; (b) Maintain or establish separate lines of progression, seniority lists...

  14. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  15. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  16. 45 CFR 2555.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  17. 45 CFR 2555.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  18. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  19. 24 CFR 3.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... being for males or for females; (b) Maintain or establish separate lines of progression, seniority lists...

  20. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  1. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  2. 13 CFR 113.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance Discrimination on the Basis of Sex in Employment in Education Programs Or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  3. 13 CFR 113.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance Discrimination on the Basis of Sex in Employment in Education Programs Or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  4. 24 CFR 3.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... being for males or for females; (b) Maintain or establish separate lines of progression, seniority lists...

  5. 24 CFR 3.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... being for males or for females; (b) Maintain or establish separate lines of progression, seniority lists...

  6. 45 CFR 2555.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  7. 13 CFR 113.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance Discrimination on the Basis of Sex in Employment in Education Programs Or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  8. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  9. Agricultural Programs at the Post High School Level; Special Report Prepared for the Pacific Regional Seminar in Agricultural Education (Olympia, May 15-19, 1967).

    ERIC Educational Resources Information Center

    Hensel, James W.

    A general overview of post-high school education in agriculture is presented to show the wide variety of programs and their curricular structure for use by school administrators. Representative agricultural programs in community colleges, junior colleges, vocational and technical schools, area schools, and in specialized technical training…

  10. An Appreciative Inquiry Approach to Evaluating Culture, Structure, and Power in Agricultural Teacher Education Program Reform

    ERIC Educational Resources Information Center

    Anderson, James C., II.; Thorson, Candi J.; Kelinsky, Lia R.

    2016-01-01

    This case study outlines an appreciative inquiry approach to program reform using an agricultural teacher education program at a land-grant university that had begun to suffer from a large decline in student enrollment. Documents were analyzed that provided recommendations toward a master plan for reform made by 23 key agents based on their…

  11. Learning from Experience. A Handbook for Adult Women Students.

    ERIC Educational Resources Information Center

    Branch, Audrey; And Others

    This handbook is a guide to making the most of a work experience educational program for adult women. It is appropriate for independent study or use in a structured program. Part 1 on preparing oneself for a work experience educational program is designed to guide a woman in learning more about herself. Each of the seven sections contains some…

  12. Seafood Products: An Instructional Guide for Home Economics Programs.

    ERIC Educational Resources Information Center

    Webb, Anita H.; And Others

    The instructional materials contained in this guide are designed for consumer and nutrition education and have been structured in accordance with federal regulations for vocational consumer and homemaking educational programs. Instructional objectives and activities are divided into three levels: level 1 for youth in exploratory/beginning…

  13. A Best Practices Model for Preparation of Rural Special Education Teachers.

    ERIC Educational Resources Information Center

    Cegelka, Patricia A.; Alvarado, Jose Luis

    2000-01-01

    A district-university partnership program provides an alternative route to teacher certification for noncredentialed special education teachers working in a rural California desert region. The program features locally available courses, on-campus summer courses, an alternative internship credential, collaborative structure, a coach-of-coaches…

  14. 36 CFR 1211.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  15. 36 CFR § 1211.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  16. 36 CFR 1211.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  17. 36 CFR 1211.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  18. 36 CFR 1211.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  19. An Urban Agricultural Program

    ERIC Educational Resources Information Center

    Foster, Parker V.

    1974-01-01

    A program of Agricultural Education (primarily horticulture) was started in the San Diego, California school district in 1967. The philosophy behind the program, the growth in terms of students involved, and the structural framework of the program are outlined. (KP)

  20. Impact of NASA Stress Laboratory Program on US Colleges

    NASA Technical Reports Server (NTRS)

    Delisser, S. P.

    1971-01-01

    A programmatic narrative of the effects of NASA stress lab program on physical education in U.S. schools and colleges is presented. Individual non-structured programs were set up where students participate during his or her free time. The program is also in accordance with the medical history of the student. Preliminary results indicate more student interest and participation in the program and that students are generally more physically fit than in previous structured programs.

  1. An evaluation of a computer based education program for the diagnosis and management of dementia in primary care. An international study of the transcultural adaptations necessary for European dissemination.

    PubMed

    Degryse, J; De Lepeleire, J; Southgate, L; Vernooij-Dassen, M; Gay, B; Heyrman, J

    2009-05-01

    The aim of this study is to make an inventory of the changes that are needed to make an interactive computer based training program (ICBT) with a specific educational content, acceptable to professional communities with different linguistic,cultural and health care backgrounds in different European countries. Existing educational software, written in two languages was reviewed by GPs and primary care professionals in three different countries. Reviewers worked through the program using a structured critical reading grid. A 'simple' translation of the program is not sufficient. Minor changes are needed to take account of linguistic differences and medical semantics. Major changes are needed in respect of the existing clinical guidelines in every country related to differences in the existing health care systems. ICTB programs cannot easily be used in different countries and cultures. The development of a structured educational program needs collaboration between educationalists, domain experts, information technology advisers and software engineers. Simple validation of the content by local expert groups will not guarantee the program's exportability. It is essential to involve different national expert groups at every phase of the development process in order to disseminate it in other countries.

  2. Integrating Sociopolitical Awareness into a Teacher Education Curriculum.

    ERIC Educational Resources Information Center

    Major, Elza Magalhaes; Celedon-Pattichis, Sylvia

    2001-01-01

    Discusses critical pedagogy in teacher education and defines constructivist practices. Describes the structure of an English-as-a-Second-Language endorsement program, and focuses on Awareness Week, describing the role of student leadership in the program and the supporting role of the faculty and the coursework. (Author/VWL)

  3. Limitations on Change: Current Conditions Influencing Academic Intransigence in Educational Administration Programs.

    ERIC Educational Resources Information Center

    Logan, Connie Stokes; Pounder, Diana G.

    An analysis of academic intransigence (resistance to change) in educational administrative preparation programs is presented in this paper. Drawing upon two conceptual frameworks, the stakeholder perspective and Porter's (1980) five-force model of industry structure and competitive influence, two factors contributing to academic intransigence are…

  4. Application of Virtual Reality Technology in Biology Education.

    ERIC Educational Resources Information Center

    Shim, Kew-Cheol; Park, Jong-Seok; Kim, Hyun-Sup; Kim, Jae-Hyun; Park, Young-Chul; Ryu, Hai-Il

    2003-01-01

    Reports on the findings of a study designed to develop three-dimensional virtual reality technology (VRT) learning programs for middle school students and evaluate the program's educational value. Focuses on the topic of structure and function of the eye. Concludes that VRT simulations allow comfortable interaction with computers and increase the…

  5. Taxonomy for Education and Training in Clinical Neuropsychology: past, present, and future.

    PubMed

    Sperling, Scott A; Cimino, Cynthia R; Stricker, Nikki H; Heffelfinger, Amy K; Gess, Jennifer L; Osborn, Katie E; Roper, Brad L

    2017-07-01

    Historically, the clinical neuropsychology training community has not clearly or consistently defined education or training opportunities. The lack of consistency has limited students' and trainees' ability to accurately assess and compare the intensity of neuropsychology-specific training provided by programs. To address these issues and produce greater 'truth in advertising' across programs, CNS, with SCN's Education Advisory Committee (EAC), ADECN, AITCN, and APPCN constructed a specialty-specific taxonomy, namely, the Taxonomy for Education and Training in Clinical Neuropsychology. The taxonomy provides consensus in the description of training offered by doctoral, internship, and postdoctoral programs, as well as at the post-licensure stage. Although the CNS approved the taxonomy in February 2015, many programs have not adopted its language. Increased awareness of the taxonomy and the reasons behind its development and structure, as well as its potential benefits, are warranted. In 2016, a working group of clinical neuropsychologists from the EAC and APPCN, all authors of this manuscript, was created and tasked with disseminating information about the taxonomy. Group members held regular conference calls, leading to the generation of this manuscript. This manuscript is the primary byproduct of the working group. Its purpose is to (1) outline the history behind the development of the taxonomy, (2) detail its structure and utility, (3) address the expected impact of its adoption, and (4) call for its adoption across training programs. This manuscript outlines the development and structure of the clinical neuropsychology taxonomy and addresses the need for its adoption across training programs.

  6. Professional Development across Borders: The Promise of U.S.-Mexico Binational Teacher Education Programs

    ERIC Educational Resources Information Center

    Sawyer, Adam

    2014-01-01

    As the school year gave way to summer vacation, a group of 11 Nebraska educators embarked on a 16-day professional development journey to the western Mexico city of Guadalajara. During a two week stay in Mexico, these educators--who were made up of in-service and pre-service teachers and school support personnel--engaged in a structured program of…

  7. Principles for Research on the Early Education of Hawaiian Children. Asian Pacific American Education Occasional Papers.

    ERIC Educational Resources Information Center

    Au, Kathryn Hu-pei

    The purpose of this paper is to outline a set of principles to guide research on the early education of Hawaiian children. The paper discusses what R. Tharp and R. Gallimore term a "climax program," or combination of program elements which produces a desired social outcome. How research efforts can be structured to contribute to the…

  8. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Metalworking.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of metalworking.…

  9. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Business/Data Processing.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of business/data…

  10. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Drafting.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of drafting.…

  11. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Auto Mechanics.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of auto mechanics.…

  12. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Machine Shop.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupationsl education area of machine shop.…

  13. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Woodworking.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of woodworking.…

  14. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Child Care.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of child care.…

  15. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Plumbing.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of plumbing.…

  16. On the Development of the Mozambican School System during the Years 1975-1998.

    ERIC Educational Resources Information Center

    Asunta, Tuula; Soverano, Antuia

    1999-01-01

    Describes the development of the educational system in Mozambique since the country's independence in 1975. Addresses administrative and supervisory structure, primary education, pre-university school and adult education, teacher education, and current reform programs. (WRM)

  17. Advanced Standing and Bridge Courses: Structures and Issues

    ERIC Educational Resources Information Center

    GlenMaye, Linnea F.; Lause, Timothy W.; Bolin, Brien L.

    2010-01-01

    This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15%…

  18. Changing the Course of Geriatrics Education: An Evaluation of the First Cohort of Reynolds Geriatrics Education Programs

    PubMed Central

    Reuben, David B.; Bachrach, Peter S.; McCreath, Heather; Simpson, Deborah; Bragg, Elizabeth J.; Warshaw, Gregg A.; Snyder, Rani; Frank, Janet C.

    2013-01-01

    Background/Purpose To describe geriatric training initiatives implemented as a result of Reynolds Foundation grants awarded in 2001 (and concluding in 2005) and evaluate the resulting structure, process, and outcome changes Methods Cross-sectional survey of program directors at 10 academic institutions augmented by review of reports and secondary analyses of existing databases to identify structural and process measures of curriculum implementation, participation rates, and students’ responses to Association of American Medical Colleges Medical School Graduation Questionnaires about geriatrics training. Results All 10 institutions reported structural changes including newly developed or revised geriatric rotations or courses for their trainees. Most used online internet educational materials, sent students to new training venues, incorporated geriatric case discussions, implemented standardized patients, and utilized digital media. On average, each institution trained over 1,000 medical students, 500 residents, 100 faculty, and 700 non-faculty community physicians during the award period. Reynolds institutions also provided geriatrics training across 22 non-primary care disciplines. Eight schools implemented formal faculty development programs. By 2005, students at Reynolds-supported schools reported higher levels of geriatrics/gerontology education and more exposure to expert geriatric care by the attending faculty compared to students at non-Reynolds schools. Innovations and products were disseminated via journal publications, conference presentations, and POGOe (Portal of Geriatric Online Education). Conclusions The investment of extramural and institutional funds in geriatrics education has substantially influenced undergraduate, graduate, and practicing physician education at Reynolds-supported schools. The full impact of these programs on care of older persons will not be known until these trainees enter practice and educational careers. PMID:19704195

  19. [Identification of educational needs among patients with HIV and their health care providers].

    PubMed

    Araya G, Alejandra; Carrasco A, Paola; Loayza G, Carla; Fernández S, Ana María; Pérez C, Carlos; Lasso B, Martín

    2013-05-01

    The success of educational interventions depends on the integration of educational programs into clinical practice. To determine the educational needs and perceived barriers of people living with HIV (PHIV) and their health care providers (HCP). Qualitative study conducted in 60 PHIV and 10 HCP. For data collection, a semi-structured in-depth interview was applied, addressing the educational needs (content, methodology, person, time, physical location) and identified barriers to implement an educational program for PHIV Content analysis technique was used for data analysis. PHIV and their HCP identified the same educational needs as the following: general-related content, psychological, sexual and secondary prevention aspects of the disease. Individual sessions with written material and web pages were identified as important resources to support education. Both PHIV and professionals expressed their willingness to participate in educational programs, but the most commonly identified barrier was lack of time. This study identifies the key elements to include in an educational program for Chilean PHIV from the user and professional perspective.

  20. New Wine and New Bottles: A Proposal for "Mosaic Programming," A Different Approach to General Education for Colleges and Universities.

    ERIC Educational Resources Information Center

    Strasser, William C.

    For the purposes of meeting the demands of the twentieth century, it is recommended that colleges adopt a form of mosaic programming. The elements of the structural framework for such programming are: (1) All general education courses should be organized as learning modules of one academic credit hour in equivalency, with written course goals and…

  1. Can the Problem of Illiteracy Be Solved? A View Based on AVC Edmonton's Adult Basic Education Program.

    ERIC Educational Resources Information Center

    Burghardt, F. F.

    An estimated 850,000 Canadian adults lack basic literacy skills. An examination of the profile and achievements of the students enrolled in the literacy education program at the Alberta Vocational Centre in Edmonton indicates that like the many other types in the broad range of adult literacy programs, the highly structured nature of the Edmonton…

  2. Science and the City: Community Cultural and Natural Resources at the Core of a Place-Based, Science Teacher Preparation Program

    ERIC Educational Resources Information Center

    Miele, Eleanor A.; Powell, Wayne G.

    2010-01-01

    The departments of Geology and Education at Brooklyn College collaborated with five informal educational institutions in the development of a place-based graduate program for Earth science teachers. The team used "backward design" to develop a program of courses that are thematically structured and use a city-as-lab approach that places…

  3. Their Words and Worlds: English as a Second Language Students in Adult Basic Education Literacy Programs

    ERIC Educational Resources Information Center

    Csepelyi, Tünde

    2010-01-01

    The focus of this article is on adult literacy in adult basic education (ABE) programs with special emphasis on English as a Second Language (ESL) students. The article intends to highlight several relevant points in ABE ESL literacy instruction. It focuses on (a) the nature of adult learning, (b) the structure of ABE programs, (c) who the…

  4. Impact of International Monetary Fund programs on child health

    PubMed Central

    Nosrati, Elias; Reinsberg, Bernhard; Kentikelenis, Alexander E.; Stubbs, Thomas H.; King, Lawrence P.

    2017-01-01

    Parental education is located at the center of global efforts to improve child health. In a developing-country context, the International Monetary Fund (IMF) plays a crucial role in determining how governments allocate scarce resources to education and public health interventions. Under reforms mandated by IMF structural adjustment programs, it may become harder for parents to reap the benefits of their education due to wage contraction, welfare retrenchment, and generalized social insecurity. This study assesses how the protective effect of education changes under IMF programs, and thus how parents’ ability to guard their children’s health is affected by structural adjustment. We combine cross-sectional stratified data (countries, 67; children, 1,941,734) from the Demographic and Health Surveys and the Multiple Indicator Cluster Surveys. The sample represents ∼2.8 billion (about 50%) of the world’s population in year 2000. Based on multilevel models, our findings reveal that programs reduce the protective effect of parental education on child health, especially in rural areas. For instance, in the absence of IMF programs, living in an household with educated parents reduces the odds of child malnourishment by 38% [odds ratio (OR), 0.62; 95% CI, 0.66–0.58]; in the presence of programs, this drops to 21% (OR, 0.79; 95% CI, 0.86–0.74). In other words, the presence of IMF conditionality decreases the protective effect of parents’ education on child malnourishment by no less than 17%. We observe similar adverse effects in sanitation, shelter, and health care access (including immunization), but a beneficial effect in countering water deprivation. PMID:28507158

  5. Impact of International Monetary Fund programs on child health.

    PubMed

    Daoud, Adel; Nosrati, Elias; Reinsberg, Bernhard; Kentikelenis, Alexander E; Stubbs, Thomas H; King, Lawrence P

    2017-06-20

    Parental education is located at the center of global efforts to improve child health. In a developing-country context, the International Monetary Fund (IMF) plays a crucial role in determining how governments allocate scarce resources to education and public health interventions. Under reforms mandated by IMF structural adjustment programs, it may become harder for parents to reap the benefits of their education due to wage contraction, welfare retrenchment, and generalized social insecurity. This study assesses how the protective effect of education changes under IMF programs, and thus how parents' ability to guard their children's health is affected by structural adjustment. We combine cross-sectional stratified data (countries, 67; children, 1,941,734) from the Demographic and Health Surveys and the Multiple Indicator Cluster Surveys. The sample represents ∼2.8 billion (about 50%) of the world's population in year 2000. Based on multilevel models, our findings reveal that programs reduce the protective effect of parental education on child health, especially in rural areas. For instance, in the absence of IMF programs, living in an household with educated parents reduces the odds of child malnourishment by 38% [odds ratio (OR), 0.62; 95% CI, 0.66-0.58]; in the presence of programs, this drops to 21% (OR, 0.79; 95% CI, 0.86-0.74). In other words, the presence of IMF conditionality decreases the protective effect of parents' education on child malnourishment by no less than 17%. We observe similar adverse effects in sanitation, shelter, and health care access (including immunization), but a beneficial effect in countering water deprivation.

  6. Pilot study of a multidisciplinary gout patient education and monitoring program.

    PubMed

    Fields, Theodore R; Rifaat, Adam; Yee, Arthur M F; Ashany, Dalit; Kim, Katherine; Tobin, Matthew; Oliva, Nicole; Fields, Kara; Richey, Monica; Kasturi, Shanthini; Batterman, Adena

    2017-04-01

    Gout patient self-management knowledge and adherence to treatment regimens are poor. Our objective was to assess the feasibility and acceptability of a multidisciplinary team-based pilot program for the education and monitoring of gout patients. Subjects completed a gout self-management knowledge exam, along with gout flare history and compliance questionnaires, at enrollment and at 6 and 12 months. Each exam was followed by a nursing educational intervention via a structured gout curriculum. Structured monthly follow-up calls from pharmacists emphasized adherence to management programs. Primary outcomes were subject and provider program evaluation questionnaires at 6 and 12 months, program retention rate and success in reaching patients via monthly calls. Overall, 40/45 subjects remained in the study at 12 months. At 12 months, on a scale of 1 (most) to 5 (least), ratings of 3 or better were given by 84.6% of subjects evaluating the usefulness of the overall program in understanding and managing their gout, 81.0% of subjects evaluating the helpfulness of the nursing education program, and 50.0% of subjects evaluating the helpfulness of the calls from the pharmacists. Knowledge exam questions that were most frequently answered incorrectly on repeat testing concerned bridge therapy, the possibility of being flare-free, and the genetic component of gout. Our multidisciplinary program of gout patient education and monitoring demonstrates feasibility and acceptability. We identified variability in patient preference for components of the program and persistent patient knowledge gaps. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  7. Developing Educational Programs: Overcoming the Hidden Curriculum.

    ERIC Educational Resources Information Center

    Giroux, Henry A.

    1978-01-01

    What students learn in school is determined more by the hidden curriculum of rigid classroom structures and power relationships than formal curriculum. A less alienating classroom environment must replace these traditional structures, such as tracking, grading, and student powerlessness, if education is really to be reformed. (SJL)

  8. The research rotation: competency-based structured and novel approach to research training of internal medicine residents.

    PubMed

    Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

    2006-10-17

    In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program.

  9. The research rotation: competency-based structured and novel approach to research training of internal medicine residents

    PubMed Central

    Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

    2006-01-01

    Background In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. Methods We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Results Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Conclusion Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program. PMID:17044924

  10. Educating with Resilience in Mind: Addressing Climate Change in Post-Sandy New York City

    ERIC Educational Resources Information Center

    Dubois, Bryce; E. Krasny, Marianne

    2016-01-01

    How educators adapt their programs following a climate related disturbance can provide insights into potential climate education practices. Therefore, we used semi-structured interviews to explore changes in environmental education practice in NYC following Hurricane Sandy. Educators adopted new language to reflect funding opportunities and…

  11. Towards Universalization of Primary Education in Asia and the Pacific: Country Studies--Nepal.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

    The four major chapters of this study describe education in Nepal, analyze the progress of primary education in that country, describe national policy and planning for primary education, and report significant developments and programs. Chapter One concerns the historical background, present structure of education, primary education…

  12. Advancing Adult Education Research. Meeting Summary (Washington, DC, April 26, 2012)

    ERIC Educational Resources Information Center

    Institute of Education Sciences, 2012

    2012-01-01

    The goal of this meeting was to discuss the challenges of adult education and mechanisms to better understand and address those challenges through research. The meeting was structured around three panel discussions representing the perspectives of State directors of adult education programs, adult education researchers, and education research…

  13. Is a decentralized continuing medical education program feasible for Chinese rural health professionals?

    PubMed

    Hu, Guijie; Yi, Yanhua

    2016-01-01

    Rural health professionals in township health centers (THCs) tend to have less advanced educational degrees. This study aimed to ascertain the perceived feasibility of a decentralized continuing medical education (CME) program to upgrade their educational levels. A cross-sectional survey of THC health professionals was conducted using a self-administered, structured questionnaire in Guangxi Zhuang Autonomous Region, China. The health professionals in the THCs were overwhelmingly young with low education levels. They had a strong desire to upgrade their educational degrees. The decentralized CME program was perceived as feasible by health workers with positive attitudes about the benefit for license examination, and by those who intended to improve their clinical diagnosis and treatment skills. The target groups of such a program were those who expected to undertake a bachelor's degree and who rated themselves as "partially capable" in clinical competency. They reported that 160-400 USD annually would be an affordable fee for the program. A decentralized CME program was perceived feasible to upgrade rural health workers' education level to a bachelor's degree and improve their clinical competency.

  14. Pulmonary and Critical Care Medicine Program Directors' Attitudes toward Training in Medical Education. A Nationwide Survey Study.

    PubMed

    Richards, Jeremy B; McCallister, Jennifer W; Lenz, Peter H

    2016-04-01

    Many pulmonary and critical care medicine (PCCM) fellows are interested in improving their teaching skills as well as learning about careers as clinician educators. Educational opportunities in PCCM fellowship programs designed to address these interests have not been well characterized in U.S. training programs. We aimed to characterize educational content and structure for training fellows to teach in PCCM fellowship programs. We evaluated three major domains: (1) existing educational opportunities, (2) PCCM program directors' attitudes toward the importance of teaching fellows how to teach, and (3) potential components of an optimal teaching skills curriculum for PCCM fellows. We surveyed program and associate program directors who were members of the Association of Pulmonary and Critical Care Medicine Program Directors in 2014. Survey domains included existing teaching skills content and structure, presence of a formal medical education curriculum or clinician educator track, perceived barriers to teaching fellows teaching skills, and open-ended qualitative inquiries about the ideal curricula. Data were analyzed both quantitatively and qualitatively. Of 158 invited Association of Pulmonary and Critical Care Medicine Program Directors members, 85 program directors and associate directors responded (53.8% response rate). Annual curricular time dedicated to teaching skills varied widely (median, 3 h; mean, 5.4 h; interquartile range, 2.0-6.3 h), with 17 respondents (20%) allotting no time to teaching fellows to teach and 14 respondents (17%) dedicating more than 10 hours. Survey participants stated that the optimal duration for training fellows in teaching skills was significantly less than what they reported was actually occurring (median optimal duration, 1.5 h/yr; mean, 2.1 h/yr; interquartile range, 1.5-3.5 h/yr; P < 0.001). Only 28 (33.7%) had a formal curriculum for teaching medical education skills. Qualitative analyses identified several barriers to implementing formal teaching skills curricula, including "time," "financial resources," "competing priorities," and "lack of expert faculty." While prior work has demonstrated that fellows are interested in obtaining medical education skills, PCCM program directors and associate directors noted significant challenges to implementing formal educational opportunities to teach fellows these skills. Effective strategies are needed to design, implement, sustain, and assess teaching skills curricula for PCCM fellowships.

  15. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Graphic Arts and Graphic Design.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of graphic arts and…

  16. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Auto Body.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of auto body repair.…

  17. Fall Department Head Report--Reporting Booklet 2.0 to the Massachusetts Division of Occupational Education (Fiscal Year Ending June 30, 1975) for Business and Office Occupations.

    ERIC Educational Resources Information Center

    Management and Information System for Occupational Education, Winchester, MA.

    The reporting booklet is required for the Census Data System (CDS) of the Management Information System for Occupational Education (MISOE); it contains the reporting forms which collect data that describe program structure and job-entry skill outcomes expected of program completors in the individual occupational education area of business and…

  18. Comparing perceived self-management practices of adult type 2 diabetic patients after completion of a structured ADA certified diabetes self-management education program with unstructured individualized nurse practitioner led diabetes self-management education.

    PubMed

    Wooley, Dennis S; Kinner, Tracy J

    2016-11-01

    The purpose was to compare perceived self-management practices of adult type 2 diabetic patients after completing an American Diabetes Association (ADA) certified diabetes self-management education (DSME) program with unstructured individualized nurse practitioner led DSME. Demographic questions and the Self-Care Inventory-Revised (SCIR) were given to two convenience sample patient groups comprising a formal DSME program group and a group within a clinical setting who received informal and unstructured individual education during patient encounters. A t-test was executed between the formal ADA certified education sample and the informal sample's SCI-R individual scores. A second t-test was performed between the two samples' SCI-R mean scores. A t-test determined no statistically significant difference between the formal ADA structured education and informal education samples' SCI-R individual scores. There was not a statistically significant difference between the samples' SCI-R mean scores. The study results suggest that there are not superior DSME settings and instructional approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

  19. Talking the Talk, Not Walking the Walk: Expressions from Underrepresented Students about Their Counselor Education Doctoral Programs

    ERIC Educational Resources Information Center

    Baker, Caroline Ann

    2010-01-01

    This qualitative study explored the perceptions of self-identified racial or ethnic minorities about their counselor education doctoral programs in relation to multicultural competence. More specifically, semi-structured interview questions were used to obtain information about their doctoral experiences related to faculty and peer relationships,…

  20. The Next Step in Educational Program Budgets and Information Resource Management: Integrated Data Structures.

    ERIC Educational Resources Information Center

    Jackowski, Edward M.

    1988-01-01

    Discusses the role that information resource management (IRM) plays in educational program-oriented budgeting (POB), and presents a theoretical IRM model. Highlights include design considerations for integrated data systems; database management systems (DBMS); and how POB data can be integrated to enhance its value and use within an educational…

  1. Special Education: Program of Studies for Senior High School, Core IV.

    ERIC Educational Resources Information Center

    Forsyth County - Winston-Salem City Schools, NC.

    A curriculum guide for senior high school educable retarded pupils, based on activities undertaken during the first 2 years of the special program, is oriented toward job training and preparation. Purposes, course structure, and objectives are given for each of the following areas of study: arts and crafts, binding, business practice, driver…

  2. Environmental Educational Youth Action Task Program

    ERIC Educational Resources Information Center

    Ab Rahman, Nik Norulaini Nik; Omar, Fatehah Mohd; Kalia, Noorliza; Hasmi, Mohammad

    2008-01-01

    An educational environmental youth camp was held comprising of fifty one 16-year old secondary students and facilitated by volunteers from the university and Friends of the Earth, a non profit organization in Penang. A weekend camp on youth action task program was held at an isolated beach packed with activities that were structured towards…

  3. A New Generation of Goals for Technology Education

    ERIC Educational Resources Information Center

    Ritz, John M.

    2009-01-01

    To develop meaningful instructional programs for technology education, goals need to be in place to direct the outcomes of curriculum development and teaching. Goals are program terminal outcomes that focus curriculum writers or teachers who structure content for learners. Goals provide direction so content can be delivered for long-term impact to…

  4. Implementation of a Values Training Program in Physical Education and Sport: A Follow-Up Study

    ERIC Educational Resources Information Center

    Koh, Koon Teck; Camiré, Martin; Lim Regina, Si Hui; Soon, Woo Sin

    2017-01-01

    Background: There is growing evidence indicating that physical education and sport (PES) are environments that, when appropriately structured, can promote positive youth developmental outcomes. In recent years, a number of researchers working in PES have designed programs and interventions aimed at helping teachers and coaches teach life skills…

  5. Infusing Gender and Diversity Issues into Educational Leadership Programs: Transformational Learning and Resistance

    ERIC Educational Resources Information Center

    Young, Michelle; Mountford, Meredith; Skrla, Linda

    2006-01-01

    Purpose: The purpose of this article is to consider the impact of incorporating a set of readings focused on issues of gender, diversity, leadership, and feminist thought into the curriculum of a statewide educational leadership doctoral program. Design/methodology/approach: Based data from open-ended surveys, semi-structured interviews, and…

  6. Individual and Structural Attributions for Poverty and Persistence in Family Literacy Programs: The Resurgence of the Culture of Poverty

    ERIC Educational Resources Information Center

    Prins, Esther; Schafft, Kai A.

    2009-01-01

    Background/Context: Educational researchers have long sought to understand the factors that enable or constrain persistence in non-formal family literacy and adult education programs. Scholars typically posit three sets of factors influencing persistence: situational (learners' life circumstances), institutional (programmatic factors), and…

  7. Impact of Nursing Educational Program on Reducing or Preventing Postoperative Complications for Patients after Intracranial Surgery

    ERIC Educational Resources Information Center

    Elmowla, Rasha Ali Ahmed Abd; El-Lateef, Zienab Abd; El-khayat, Roshdy

    2015-01-01

    Intracranial surgery means any surgery performed inside the skull to treat problems in the brain and surrounding structures. Aim: Evaluate the impact of nursing educational program on reducing or preventing postoperative complications for patients after intracranial surgery. Subjects and methods: Sixty adult patients had intracranial surgery (burr…

  8. A Collaborative Approach to Planning the Induction Process for Beginning Vocational Teachers.

    ERIC Educational Resources Information Center

    Camp, William G.; Heath, Betty

    An effective induction assistance program is necessary to prepare beginning vocational education teachers. A structured approach should be based on research, educational theory, experience, and the best thinking that can be found. To be successful, an induction assistance program must be a collaborative effort, accepted and supported by local…

  9. Creating a Structured Support System for Postsecondary Success

    ERIC Educational Resources Information Center

    White, Carol Cutler

    2018-01-01

    For numerous reasons, it can be difficult for foster youth to succeed in postsecondary education. This chapter offers insight into state-level policies and programs, community college programs dedicating to supporting foster youth, and a framework for creating a structured support system to increase student success.

  10. How Can We Assess Innovative Structures and Programs?

    ERIC Educational Resources Information Center

    Shuy, Roger W.

    Preoccupation with the science of educational evaluation has led educators to overlook the art of evaluation, the ability to make quick and accurate assessments, usually without statistical props. This paper suggests common-sense steps to insure accurate assessment of innovative structures. (1) Know the nature and purpose of innovation. An urban…

  11. NOAA Office of Exploration and Research > Education > NOAA Initiatives

    Science.gov Websites

    Organization Guiding Documents Organizational Structure Map of Staff and Affiliate Locations Strategic Plan Evaluation Education NOAA Initiatives Home About OER Overview Organization Guiding Documents Organizational Structure Map of Staff and Affiliate Locations Strategic Plan 2014 Funding Opportunities Contact Us Program

  12. NOAA Office of Exploration and Research > Education > Alliance Partners

    Science.gov Websites

    Organization Guiding Documents Organizational Structure Map of Staff and Affiliate Locations Strategic Plan Evaluation Education Alliance Partners Home About OER Overview Organization Guiding Documents Organizational Structure Map of Staff and Affiliate Locations Strategic Plan 2014 Funding Opportunities Contact Us Program

  13. Culturally Inclusive Curriculum in Higher Education

    ERIC Educational Resources Information Center

    Pridham, Bruce; Martin, Dona; Walker, Kym; Rosengren, Rosie; Wadley, Danielle

    2015-01-01

    The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers…

  14. Educational System of Ecuador: Education around the World.

    ERIC Educational Resources Information Center

    Office of Education (DHEW), Washington, DC.

    Ecuador's educational system is described in six sections of this report. Section one describes the history, structure, legal basis and requirements, administration, financing, enrollments, academic calandar, language of instruction, and grading system of the Ecuadorian educational system. Section two describes the objectives, programs, and…

  15. Financial Statement Audit: U.S. Department of Education, Federal Direct Student Loan Program for the Year Ended September 30, 1994. Audit Control Number 17-48320.

    ERIC Educational Resources Information Center

    Office of Inspector General (ED), Washington, DC.

    An independent audit was done of the principal financial statements of the William D. Ford Federal Direct Loan Program of the Department of Education for the year ending September 30, 1994. In planning and performing the review the auditors considered the internal control structure of the program in order to determine auditing procedures. The…

  16. It Takes a Toll on Pre-Service Teachers and Programs: Case Studies of Teacher Candidates Who Withdrew from a Teacher Education Program

    ERIC Educational Resources Information Center

    Lin, Pei-Ying; Childs, Ruth A.; Zhang, Jingshun

    2016-01-01

    Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who…

  17. International practice experiences in pharmacy education.

    PubMed

    Cisneros, Robert M; Jawaid, Sarah Parnapy; Kendall, Debra A; McPherson, Charles E; Mu, Keli; Weston, Grady Scott; Roberts, Kenneth B

    2013-11-12

    To identify reasons for inclusion of international practice experiences in pharmacy curricula and to understand the related structure, benefits, and challenges related to the programs. A convenience sample of 20 colleges and schools of pharmacy in the United States with international pharmacy education programs was used. Telephone interviews were conducted by 2 study investigators. University values and strategic planning were among key driving forces in the development of programs. Global awareness and cultural competency requirements added impetus to program development. Participants' advice for creating an international practice experience program included an emphasis on the value of working with university health professions programs and established travel programs. Despite challenges, colleges and schools of pharmacy value the importance of international pharmacy education for pharmacy students as it increases global awareness of health needs and cultural competencies.

  18. A Paperless Course on Structural Engineering Programming: Investing in Educational Technology in the Times of the Greek Financial Recession

    ERIC Educational Resources Information Center

    Sextos, Anastasios G.

    2014-01-01

    This paper presents the structure of an undergraduate course entitled "programming techniques and the use of specialised software in structural engineering" which is offered to the fifth (final) year students of the Civil Engineering Department of Aristotle University Thessaloniki in Greece. The aim of this course is to demonstrate the…

  19. The Relationship between Programme Style and Structure and Learning from Television. I.E.T. Papers on Broadcasting No. 227.

    ERIC Educational Resources Information Center

    Bates, A. W.

    This paper considers the style and structure of broadcast educational television programs in relation to learning outcomes, and proposes a study to identify those key factors which intervene or affect this relationship. The types of structure examined include simple or complex and self-standing or integrated programs, and types of style include…

  20. Composite structural materials

    NASA Technical Reports Server (NTRS)

    Ansell, G. S.; Wiberley, S. E.

    1978-01-01

    The purpose of the RPI composites program is to develop advanced technology in the areas of physical properties, structural concepts and analysis, manufacturing, reliability and life prediction. Concommitant goals are to educate engineers to design and use composite materials as normal or conventional materials. A multifaceted program was instituted to achieve these objectives.

  1. When Curriculum Changes a School's Organization.

    ERIC Educational Resources Information Center

    Martin, David S.; Hockersmith, Mary

    1988-01-01

    Traditional school administrative policy often establishes the structure and organization of the school first; from this structure, the program and curriculum then follow. By contrast, a case study is offered of an educational change as support for the reverse sequence, whereby the school program can be the determiner of school organization. (CJH)

  2. A Rhetorical and Structural Analysis of Instructional Television.

    ERIC Educational Resources Information Center

    Salcedo, Anunciacion M.

    The educational television series "Across Cultures" was evaluated to examine the effectiveness of the series and how the programs were structured to attain objectives. Designed to complement sixth- and seventh-grade social studies textbooks, the series on world cultures is composed of thirteen 15-minute programs about three widely…

  3. Classification of Instructional Programs: 2000 Edition.

    ERIC Educational Resources Information Center

    Education Statistics Quarterly, 2002

    2002-01-01

    Describes the methods, processes, and procedures used to develop the Classification of Instructional Programs 2000 (CIP:2000), the National Center for Education Statistics taxonomy of instructional programs, and provides information on the CIP's structure, contents, and organization. (SLD)

  4. Investigating elementary education and physical therapy majors' perceptions of an inquiry-based physics content course

    NASA Astrophysics Data System (ADS)

    Hilton, John Martin

    This study investigates why physical therapy assistant majors engage and perform better than elementary education majors in an inquiry-based conceptual physics course at Mid-Atlantic Community College. The students from each major are demographically similar, both courses are similar in depth and structure, and each course supports the students' program. However, there is an observed difference in the levels of engagement with the curriculum and performance on writing-based assessments between the two groups. To explore possible explanations for the difference, I examine students' affinity for science, their beliefs about the nature of science and scientific knowledge in the classroom, and their perception of the usefulness of science to their program. During semi-structured interviews, students from both majors displayed nearly identical weak affinities for science, epistemological beliefs, and uncertainty about the usefulness of the class. However, the physical therapy majors' ability to see the relevance of the physics course experience to their program enhanced their interest and motivation. In contrast, the elementary education students do not see connections between the course and their program, and do not see a purpose for their learning of physics content. To improve the program, I propose a two-pronged approach - designing a faded-scaffolded-inquiry approach for both classes, and developing a field-based/seminar class for the elementary education majors. The scaffolded inquiry will help both groups develop better orientations toward lab activities, and the structured observations and reflection will help the elementary group connect the material to their program.

  5. 31 CFR 515.565 - Educational activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false Educational activities. 515.565..., Authorizations, and Statements of Licensing Policy § 515.565 Educational activities. (a) Specific institutional... structured educational program in Cuba as part of a course offered at the licensed institution, provided the...

  6. Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs

    NASA Astrophysics Data System (ADS)

    Worker, Steven Michael

    The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators' roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges. This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth. Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design practices, STEM content learning, strengthening of tool competencies, learning dispositions, and psychological ownership - however, their expression, manifestation, and opportunities were afforded and/or constrained by the various participation structures. Furthermore, conflicts were evidenced in the use of participation structures; emphasis of educators on formal reasoning and planning versus youth preference for hands-on tinkering; and tensions amongst youth peers while engaging in design teams. Two themes emerged regarding the educators' pedagogy: adaptations in response to structural and curricular constraints and pedagogical approach influenced by self-identification with a professional field of engineering. This study contributes to our understanding of STEM learning through design in out-of-school time. This research helps clarify the tensions among major co-actors, youth, educator, and curriculum, as the learning environment was co-constructed and how that, in turn, afforded opportunities for youth to learn and develop. This study illuminated the complex negotiations between these co-actors and explored questions about who can and does decide the nature of the activity structures. These co-actors were not without conflict, thus suggesting that these spaces and pedagogies do not exemplify STEM teaching on their own, but neither do they preclude practices that deepen young people's interest and motivation for STEM learning.

  7. Intervention mapping protocol for developing a theory-based diabetes self-management education program.

    PubMed

    Song, Misoon; Choi, Suyoung; Kim, Se-An; Seo, Kyoungsan; Lee, Soo Jin

    2015-01-01

    Development of behavior theory-based health promotion programs is encouraged with the paradigm shift from contents to behavior outcomes. This article describes the development process of the diabetes self-management program for older Koreans (DSME-OK) using intervention mapping (IM) protocol. The IM protocol includes needs assessment, defining goals and objectives, identifying theory and determinants, developing a matrix to form change objectives, selecting strategies and methods, structuring the program, and planning for evaluation and pilot testing. The DSME-OK adopted seven behavior objectives developed by the American Association of Diabetes Educators as behavioral outcomes. The program applied an information-motivation-behavioral skills model, and interventions were targeted to 3 determinants to change health behaviors. Specific methods were selected to achieve each objective guided by IM protocol. As the final step, program evaluation was planned including a pilot test. The DSME-OK was structured as the 3 determinants of the IMB model were intervened to achieve behavior objectives in each session. The program has 12 weekly 90-min sessions tailored for older adults. Using the IM protocol in developing a theory-based self-management program was beneficial in terms of providing a systematic guide to developing theory-based and behavior outcome-focused health education programs.

  8. Discourses of Education and Constitutions of Class: Public Discourses on Education in Swedish PBS Television

    ERIC Educational Resources Information Center

    Reimers, Eva

    2014-01-01

    Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that…

  9. A Survey of Automated Assessment Approaches for Programming Assignments

    ERIC Educational Resources Information Center

    Ala-Mutka, Kirsti M.

    2005-01-01

    Practical programming is one of the basic skills pursued in computer science education. On programming courses, the coursework consists of programming assignments that need to be assessed from different points of view. Since the submitted assignments are executable programs with a formal structure, some features can be assessed automatically. The…

  10. Education Strategic Plan 2015-2035: Advancing NOAA's Mission through Education. Executive Summary

    ERIC Educational Resources Information Center

    National Oceanic and Atmospheric Administration, 2016

    2016-01-01

    The National Oceanic and Atmospheric Administration (NOAA) Education Strategic Plan provides a framework to guide collaboration across the NOAA education community and a structure in which to track and report progress. Congress recognized the importance of NOAA's education programs with the passage of the America COMPETES Act. The America COMPETES…

  11. Education Strategic Plan 2015-2035: Advancing NOAA's Mission through Education

    ERIC Educational Resources Information Center

    National Oceanic and Atmospheric Administration, 2016

    2016-01-01

    The National Oceanic and Atmospheric Administration (NOAA) Education Strategic Plan provides a framework to guide collaboration across the NOAA education community and a structure in which to track and report progress. Congress recognized the importance of NOAA's education programs with the passage of the America COMPETES Act. The America COMPETES…

  12. Economic Liberalization and Women's Education: Prospects for Post-Apartheid South Africa.

    ERIC Educational Resources Information Center

    Abdi, Ali A.

    1998-01-01

    Examines women's education and related issues in South Africa in light of restrictions on educational spending imposed by Structural Adjustment Programs stipulated by the World Bank and International Monetary Fund. Argues that the contraction of educational resources will have a strong negative effect on women's education, particularly for black…

  13. Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities

    NASA Astrophysics Data System (ADS)

    Riggs, Eric M.

    2005-03-01

    The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active collaboration between local indigenous communities and geoscientists from nearby universities. Successful Earth science curricula for indigenous learners share in common an explicit emphasis on outdoor education, a place and problem-based structure, and the explicit inclusion of traditional indigenous knowledge in the instruction. Programs sharing this basic design have proven successful and popular for a wide range of indigenous cultures across North America. We present an analysis of common field-based elements to yield insight into indigenous Earth science education. We provide an explanation for the success of this design based in research on field-based learning, Native American learning styles research, and theoretical and empirical research into the nature and structure of indigenous knowledge. We also provide future research directions that can test and further refine our understanding of best practices in indigenous Earth science education.

  14. Atomic Structure and Valence: Level II, Unit 10, Lesson 1; Chemical Bonding: Lesson 2; The Table of Elements: Lesson 3; Electrolysis: Lesson 4. Advanced General Education Program. A High School Self-Study Program.

    ERIC Educational Resources Information Center

    Manpower Administration (DOL), Washington, DC. Job Corps.

    This self-study program for high-school level contains lessons on: Atomic Structure and Valence, Chemical Bonding, The Table of Elements, and Electrolysis. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

  15. 34 CFR 600.5 - Proprietary institution of higher education.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...-designed programs, individualized programs, and unstructured studies: (1) A program that is a structured combination of the arts, biological and physical sciences, social sciences, and humanities, emphasizing breadth of study. (2) An undifferentiated program that includes instruction in the general arts or general...

  16. 34 CFR 600.5 - Proprietary institution of higher education.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...-designed programs, individualized programs, and unstructured studies: (1) A program that is a structured combination of the arts, biological and physical sciences, social sciences, and humanities, emphasizing breadth of study. (2) An undifferentiated program that includes instruction in the general arts or general...

  17. 34 CFR 600.5 - Proprietary institution of higher education.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...-designed programs, individualized programs, and unstructured studies: (1) A program that is a structured combination of the arts, biological and physical sciences, social sciences, and humanities, emphasizing breadth of study. (2) An undifferentiated program that includes instruction in the general arts or general...

  18. 34 CFR 600.5 - Proprietary institution of higher education.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...-designed programs, individualized programs, and unstructured studies: (1) A program that is a structured combination of the arts, biological and physical sciences, social sciences, and humanities, emphasizing breadth of study. (2) An undifferentiated program that includes instruction in the general arts or general...

  19. Library-Information Education in Algeria.

    ERIC Educational Resources Information Center

    Boumarafi, B. B.; Haythornthwaite, J.

    1988-01-01

    Reviews the development of educational programs for library technicians, librarians, and information professionals in Algeria and describes the current educational structure. Topics discussed include the need for improvements in curriculum development, teaching staff development, library facilities, and the use of information technologies. (CLB)

  20. Outsourcing Special Education Services

    ERIC Educational Resources Information Center

    McKenzie, Anne S.; Bishop, Anna M.

    2009-01-01

    The Lower Pioneer Valley Educational Collaborative, organized in 1974, consists of seven school districts legally bound in a governance structure. Although the member districts are located in Hampden County, Massachusetts, the collaborative provides educational programs and services to school districts and municipalities throughout western…

  1. The effectiveness of a structured educational intervention on disease-related misconception and quality of life in patients with irritable bowel syndrome.

    PubMed

    Yu, Wen-Zhen; Ouyang, Yan-Qiong; Zhang, Qian; Li, Kong-Ling; Chen, Ji-Hong

    2014-01-01

    A significant number of patients with irritable bowel syndrome hold misconceptions about their disease and experience more impaired quality of life compared with the general population and people suffering from other chronic diseases. This study was designed to explore the effectiveness of a structured educational intervention on disease-related misconceptions and quality of life in patients with irritable bowel syndrome in Wuhan, China. A convenience sample of 23 patients with irritable bowel syndrome participated in an educational program that consisted of 4 weekly sessions in a group setting. Instruments, including an irritable bowel syndrome-related misconception scale and irritable bowel syndrome quality-of-life scale, were used for evaluation at baseline and 3 months after the sessions. Three months after the structured educational intervention, the score for irritable bowel syndrome-related misconception was significantly decreased (p < .001), and the score for irritable bowel syndrome quality of life was significantly improved (p < .001). We conclude that the structured educational intervention seems to be a proper method to reduce the disease-related misconceptions and improve the quality of life in patients with irritable bowel syndrome. Planning and implementing such clinical education programs will be helpful in decreasing disease-related misconceptions and promoting quality of life in patients with irritable bowel syndrome.

  2. Structuring Serendipity: Mentoring as a Component of Leadership Development Programs in Higher Education

    ERIC Educational Resources Information Center

    Bonebright, Denise A.

    2014-01-01

    The need to develop a pool of well-qualified future leaders is a key concern for human resource development scholars and practitioners in higher education. Research indicates that formal leadership development programs are most effective when they are based on experiential models. Mentoring is one experiential component that can enhance such…

  3. The Role of Local Action Teams in School Improvement. Linking R&D with Schools.

    ERIC Educational Resources Information Center

    Kell, Diane; Louis, Karen Seashore

    Intended as a guide for educators in shared decision-making, this report summarizes the structures, procedures, and activities of local action teams in 49 schools involved in the National Institute of Education's Research and Development Utilization (RDU) program. Local action teams in the RDU program consisted of formal groups of teachers and…

  4. Replication of an Inter-Disciplinary Approach to Early Education of Handicapped Children 0-3 Years.

    ERIC Educational Resources Information Center

    Smiley, Constance J.; And Others

    Presented is the guide to the Illinois project entitled "An Inter-Disciplinary Approach to Early Education of Handicapped Children Ages 0 - 3 Years" which includes information on funding and public awareness, diagnosis and evaluation, child development-home program, speech and language, structuring the day program, job descriptions and training,…

  5. Education and Capacity Building with Research: A Possible Case for Future Earth

    ERIC Educational Resources Information Center

    Fukushima, Yasuhiro; Ishimura, Gakushi; Komasinski, Andrew James; Omoto, Reiko; Managi, Shunsuke

    2017-01-01

    Purpose: This paper aims to suggest the structure of a platform for education and capacity building for Future Earth, which is an intensive program open to the eight stakeholders and which utilizes existing research programs/facilities associated with Future Earth. An intention of this paper is to facilitate a policy brief for projects associated…

  6. The Organization and Structure of Community Education Offerings in Community Colleges

    ERIC Educational Resources Information Center

    Miller, Michael; Grover, Kenda S.; Kacirek, Kit

    2014-01-01

    One of the key services community colleges provide is community education, meaning those programs and activities that are often offered for leisure or self-improvement and not for credit. Programs of this nature are increasingly challenged to be self-financing, whether through user fees or externally funded grants. The current study explored 75…

  7. Writing Goes Back to School: Exploring the "Institutional Practice of Mystery" in a Graduate Education Program

    ERIC Educational Resources Information Center

    Stooke, Rosamund K.; Hibbert, Kathryn

    2017-01-01

    Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master's level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate…

  8. Implementation and Assessment of Undergraduate Experiences in SOAP: An Atmospheric Science Research and Education Program

    ERIC Educational Resources Information Center

    Hopper, Larry J., Jr.; Schumacher, Courtney; Stachnik, Justin P.

    2013-01-01

    The Student Operational Aggie Doppler Radar Project (SOAP) involved 95 undergraduates in a research and education program to better understand the climatology of storms in southeast Texas from 2006-2010. This paper describes the structure, components, and implementation of the 1-credit-hour research course, comparing first-year participants'…

  9. Exploring the Use of a Social Network to Facilitate and Integrate Long-Term Interprofessional Educational Experiences

    ERIC Educational Resources Information Center

    Pittenger, Amy L.

    2011-01-01

    The purpose of this study was to evaluate the feasibility and effectiveness of implementing interprofessional education to students from six health professional programs through use of an online social networking platform. Specifically, three pedagogical models (Minimally Structured, Facilitated, Highly Structured) were evaluated for impact on…

  10. The Microscope: I--Structure. Health Occupations Education Module.

    ERIC Educational Resources Information Center

    Temple Univ., Philadelphia, PA. Div. of Vocational Education.

    This module on the structure of the microscope is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and two learning experiences. Each learning experience contains…

  11. Structures of School Systems Worldwide: A Comparative Study

    ERIC Educational Resources Information Center

    Popov, Nikolay

    2012-01-01

    In the past 20 years I have been examining the structures of school systems worldwide. This ongoing research has been enriched by the findings obtained from the lecture course on Comparative Education I have been delivering to students in the Bachelor and Master's Education Programs at Sofia University, Bulgaria. This paper presents some results…

  12. Exploration of Nursing Faculty Members' Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education

    ERIC Educational Resources Information Center

    Obizoba, Cordelia O.

    2014-01-01

    The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and…

  13. Regular Latin Dancing and Health Education may Improve Cognition of Late Middle-Aged and Older Latinos

    PubMed Central

    Marquez, David X.; Wilson, Robert; Aguiñaga, Susan; Vásquez, Priscilla; Fogg, Louis; Yang, Zhi; Wilbur, JoEllen; Hughes, Susan; Spanbauer, Charles

    2017-01-01

    Disparities exist between Latinos and non-Latino whites in cognitive function. Dance is culturally appropriate and challenges individuals physically and cognitively, yet the impact of regular dancing on cognitive function in older Latinos has not been examined. A two-group pilot trial was employed among inactive, older Latinos. Participants (N = 57) participated in the BAILAMOS© dance program or a health education program. Cognitive test scores were converted to z-scores and measures of global cognition and specific domains (executive function, episodic memory, working memory) were derived. Results revealed a group × time interaction for episodic memory (p<0.05), such that the dance group showed greater improvement in episodic memory than the health education group. A main effect for time for global cognition (p<0.05) was also demonstrated, with participants in both groups improving. Structured Latin dance programs can positively influence episodic memory; and participation in structured programs may improve overall cognition among older Latinos. PMID:28095105

  14. Regular Latin Dancing and Health Education May Improve Cognition of Late Middle-Aged and Older Latinos.

    PubMed

    Marquez, David X; Wilson, Robert; Aguiñaga, Susan; Vásquez, Priscilla; Fogg, Louis; Yang, Zhi; Wilbur, JoEllen; Hughes, Susan; Spanbauer, Charles

    2017-07-01

    Disparities exist between Latinos and non-Latino Whites in cognitive function. Dance is culturally appropriate and challenges individuals physically and cognitively, yet the impact of regular dancing on cognitive function in older Latinos has not been examined. A two-group pilot trial was employed among inactive, older Latinos. Participants (N = 57) participated in the BAILAMOS © dance program or a health education program. Cognitive test scores were converted to z-scores and measures of global cognition and specific domains (executive function, episodic memory, working memory) were derived. Results revealed a group × time interaction for episodic memory (p < .05), such that the dance group showed greater improvement in episodic memory than the health education group. A main effect for time for global cognition (p < .05) was also demonstrated, with participants in both groups improving. Structured Latin dance programs can positively influence episodic memory, and participation in structured programs may improve overall cognition among older Latinos.

  15. Maori Adult Education: Report of a Working Party.

    ERIC Educational Resources Information Center

    National Council of Adult Education, Wellington (New Zealand).

    Traditional preliterate Maori society had an integrated educational structure, later augmented by the work of various Maori and European organizations. Auckland University developed programs in Maori adult education in a bicultural setting, and recognition has evolved of the needs of Maori people for education in coping skills and in Maori…

  16. Undergraduate Education in Science: A Rationale for Program Structure.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC.

    This publication encompasses the central core of the National Science Foundation's (NSF) explicit science education activities at the undergraduate level of the Nation's education enterprise. It is an outline of the character of the Foundation's educational constituency. A table is presented showing the Carnegie Commission's Classification Scheme…

  17. The University as an Entrepreneurial Organization

    ERIC Educational Resources Information Center

    Grudzinskii, A.O.

    2005-01-01

    In the past ten years, the organizationally homogeneous Soviet system of higher education has been transformed into a heterogeneous set of educational structures. The institutional autonomy of educational institutions carrying out programs of higher education allows them considerable freedom in the choice of the means by which they provide for…

  18. Health Education by Open Broadcast.

    ERIC Educational Resources Information Center

    ICIT Report, 1976

    1976-01-01

    This issue focuses on uses and techniques of radio for educational purposes in developing nations. Two health education projects are described which are utilizing open broadcasting to attract a mass audience of listeners not committed to a structured radio education program. Kenya's Swahili language radio serial, "Giving Birth and Caring for your…

  19. An Educational Perspective of Autism: Implications for Curriculum Development and Personnel Development.

    ERIC Educational Resources Information Center

    Donnellan, Anne M.

    The paper addresses the history and current status of educational provisions for autistic students, discusses the requirements for effective education for this population, and analyzes the implications for teacher education practices. A status report cites lack of structure in programs, non-functional and age-inappropriate curricula, largely…

  20. ARION: Greek Myth or Educational Hit?

    ERIC Educational Resources Information Center

    Chambers, Gary

    1995-01-01

    This article explicates ARION, which is part of the package of European funding programs that facilitate participation in study visits on a range of educational themes. The visits are designed to assist educational leaders in reviewing and modifying their own work as a result of experiencing educational structures outside their own country. (five…

  1. Shifting Educational Paradigms: From Traditional to Competency-Based Education for Diverse Learners

    ERIC Educational Resources Information Center

    Sullivan, Susan C.; Downey, Jayne A.

    2015-01-01

    In pursuit of innovative educational opportunities, district administration piloted competency-based education in their alternative program. This qualitative study used semi-structured interviews with school personnel to document perspectives of the programmatic shift. Analyses found local and national mandates, a catalyst, and a common moral…

  2. Building Faculty Community: Fellowship in Graduate Medical Education Administration

    PubMed Central

    Edler, Alice A.; Dohn, Ann; Davidson, Heather A.; Grewal, Daisy; Behravesh, Bardia; Piro, Nancy

    2009-01-01

    Introduction The Department of Graduate Medical Education at Stanford Hospital and Clinics has developed a professional training program for program directors. This paper outlines the goals, structure, and expected outcomes for the one-year Fellowship in Graduate Medical Education Administration program. Background The skills necessary for leading a successful Accreditation Council for Graduate Medical Education (ACGME) training program require an increased level of curricular and administrative expertise. To meet the ACGME Outcome Project goals, program directors must demonstrate not only sophisticated understanding of curricular design but also competency-based performance assessment, resource management, and employment law. Few faculty-development efforts adequately address the complexities of educational administration. As part of an institutional-needs assessment, 41% of Stanford program directors indicated that they wanted more training from the Department of Graduate Medical Education. Intervention To address this need, the Fellowship in Graduate Medical Education Administration program will provide a curriculum that includes (1) readings and discussions in 9 topic areas, (2) regular mentoring by the director of Graduate Medical Education (GME), (3) completion of a service project that helps improve GME across the institution, and (4) completion of an individual scholarly project that focuses on education. Results The first fellow was accepted during the 2008–2009 academic year. Outcomes for the project include presentation of a project at a national meeting, internal workshops geared towards disseminating learning to peer program directors, and the completion of a GME service project. The paper also discusses lessons learned for improving the program. PMID:21975722

  3. FAA center for aviation systems reliability: an overview

    NASA Astrophysics Data System (ADS)

    Brasche, Lisa J. H.

    1996-11-01

    The FAA Center for Aviation Systems Reliability has as its objectives: to develop quantitative nondestructive evaluation (NDE) methods for aircraft structures and materials, including prototype instrumentation, software, techniques and procedures; and to develop and maintain comprehensive education and training programs specific to the inspection of aviation structures. The program, which includes contributions from Iowa State University, Northwestern University, Wayne State University, Tuskegee University, AlliedSignal Propulsion Engines, General Electric Aircraft Engines and Pratt and Whitney, has been in existence since 1990. Efforts under way include: development of inspection for adhesively bonded structures; detection of corrosion; development of advanced NDE concepts that form the basis for an inspection simulator; improvements of titanium inspection as part of the Engine Titanium Consortium; development of education and training program. An overview of the efforts underway will be provided with focus on those technologies closest to technology transfer.

  4. Is a decentralized continuing medical education program feasible for Chinese rural health professionals?

    PubMed Central

    2016-01-01

    Purpose: Rural health professionals in township health centers (THCs) tend to have less advanced educational degrees. This study aimed to ascertain the perceived feasibility of a decentralized continuing medical education (CME) program to upgrade their educational levels. Methods: A cross-sectional survey of THC health professionals was conducted using a self-administered, structured questionnaire in Guangxi Zhuang Autonomous Region, China. Results: The health professionals in the THCs were overwhelmingly young with low education levels. They had a strong desire to upgrade their educational degrees. The decentralized CME program was perceived as feasible by health workers with positive attitudes about the benefit for license examination, and by those who intended to improve their clinical diagnosis and treatment skills. The target groups of such a program were those who expected to undertake a bachelor’s degree and who rated themselves as “partially capable” in clinical competency. They reported that 160-400 USD annually would be an affordable fee for the program. Conclusion: A decentralized CME program was perceived feasible to upgrade rural health workers’ education level to a bachelor’s degree and improve their clinical competency. PMID:27134005

  5. Health-related Culinary Education: A Summary of Representative Emerging Programs for Health Professionals and Patients.

    PubMed

    Polak, Rani; Phillips, Edward M; Nordgren, Julia; La Puma, John; La Barba, Julie; Cucuzzella, Mark; Graham, Robert; Harlan, Timothy S; Burg, Tracey; Eisenberg, David

    2016-01-01

    Beneficial correlations are suggested between food preparation and home food preparation of healthy choices. Therefore, there is an emergence of culinary medicine (CM) programs directed at both patients and medical professionals which deliver education emphasizing skills such as shopping, food storage, and meal preparation. The goal of this article is to provide a description of emerging CM programs and to imagine how this field can mature. During April 2015, 10 CM programs were identified by surveying CM and lifestyle medicine leaders. Program directors completed a narrative describing their program's structure, curricula, educational design, modes of delivery, funding, and cost. Interviews were conducted in an effort to optimize data collection. All 10 culinary programs deliver medical education curricula educating 2654 health professionals per year. Educational goals vary within the domains of (1) provider's self-behavior, (2) nutritional knowledge and (3) prescribing nutrition. Six programs deliver patients' curricula, educating 4225 individuals per year. These programs' content varies and focuses on either specific diets or various culinary behaviors. All the programs' directors are health professionals who are also either credentialed chefs or have a strong culinary background. Nine of these programs offer culinary training in either a hands-on or visual demonstration within a teaching kitchen setting, while one delivers remote culinary tele-education. Seven programs track outcomes using various questionnaires and biometric data. There is currently no consensus about learning objectives, curricular domains, staffing, and facility requirements associated with CM, and there has been little research to explore its impact. A shared strategy is needed to collectively overcome these challenges.

  6. Learning and Context: Connections in Continuing Professional Education.

    ERIC Educational Resources Information Center

    Daley, Barbara J.

    A qualitative interpretivist study analyzed interrelationships among professional practice, knowledge gained in continuing professional education (CPE) programs, and context of employment. Eighty semi-structured, tape-recorded interviews were conducted with social workers, lawyers, adult educators, and nurses who had attended continuing education…

  7. Language Magazine: The Journal of Communication & Education, 2003.

    ERIC Educational Resources Information Center

    Ward, Daniel, Ed.

    2003-01-01

    Articles are included on such issues as the following: heritage languages; the psychology of language; the Voice of America broadcasts; dual language programs; linguistic autobiography in the language classroom; pronunciation; electronic education; dialects; world languages; bilingual education; language travel; language structure; conceptual…

  8. Taking it Global: Structuring Global Health Education in Residency Training.

    PubMed

    Arora, Gitanjli; Ripp, Jonathan; Evert, Jessica; Rabin, Tracy; Tupesis, Janis P; Hudspeth, James

    2017-05-01

    To meet the demand by residents and to provide knowledge and skills important to the developing physician, global health (GH) training opportunities are increasingly being developed by United States (U.S.) residency training programs. However, many residency programs face common challenges of developing GH curricula, offering safe and mentored international rotations, and creating GH experiences that are of service to resource-limiting settings. Academic GH partnerships allow for the opportunity to collaborate on education and research and improve health care and health systems, but must ensure mutual benefit to U.S. and international partners. This article provides guidance for incorporating GH education into U.S. residency programs in an ethically sound and sustainable manner, and gives examples and solutions for common challenges encountered when developing GH education programs.

  9. Effect of structured physical activity on prevention of serious fall injuries in adults aged 70-89: randomized clinical trial (LIFE Study)

    USDA-ARS?s Scientific Manuscript database

    OBJECTIVE: To test whether a long term, structured physical activity program compared with a health education program reduces the risk of serious fall injuries among sedentary older people with functional limitations. DESIGN: Multicenter, single blinded randomized trial (Lifestyle Interventions and ...

  10. Overstated Optimism: Arizona's Structured English Immersion Program under "Horne v. Flores"

    ERIC Educational Resources Information Center

    Mora, Jill Kerper

    2010-01-01

    This article is an analysis of the educational implications of the Supreme Court (USSC) decision in "Horne v. Flores" (2009). The USSC remanded the Arizona case to the lower court, requiring a rehearing of petitioners' request for relief from the court's oversight of AZ's "structured English immersion" (SEI) program mandated…

  11. A strategic approach to quality improvement and patient safety education and resident integration in a general surgery residency.

    PubMed

    O'Heron, Colette T; Jarman, Benjamin T

    2014-01-01

    To outline a structured approach for general surgery resident integration into institutional quality improvement and patient safety education and development. A strategic plan to address Accreditation Council for Graduate Medical Education (ACGME) Clinical Learning Environment Review assessments for resident integration into Quality Improvement and Patient Safety initiatives is described. Gundersen Lutheran Medical Foundation is an independent academic medical center graduating three categorical residents per year within an integrated multi-specialty health system serving 19 counties over 3 states. The quality improvement and patient safety education program includes a formal lecture series, online didactic sessions, mandatory quality improvement or patient safety projects, institutional committee membership, an opportunity to serve as a designated American College of Surgeons National Surgical Quality Improvement Project and Quality in Training representative, mandatory morbidity and mortality conference attendance and clinical electives in rural surgery and international settings. Structured education regarding and participation in quality improvement and patient safety programs are able to be accomplished during general surgery residency. The long-term outcomes and benefits of these strategies are unknown at this time and will be difficult to measure with objective data. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

  12. Effect of structured physical activity on prevention of major mobility disability in older adults: the LIFE study randomized clinical trial.

    PubMed

    Pahor, Marco; Guralnik, Jack M; Ambrosius, Walter T; Blair, Steven; Bonds, Denise E; Church, Timothy S; Espeland, Mark A; Fielding, Roger A; Gill, Thomas M; Groessl, Erik J; King, Abby C; Kritchevsky, Stephen B; Manini, Todd M; McDermott, Mary M; Miller, Michael E; Newman, Anne B; Rejeski, W Jack; Sink, Kaycee M; Williamson, Jeff D

    2014-06-18

    In older adults reduced mobility is common and is an independent risk factor for morbidity, hospitalization, disability, and mortality. Limited evidence suggests that physical activity may help prevent mobility disability; however, there are no definitive clinical trials examining whether physical activity prevents or delays mobility disability. To test the hypothesis that a long-term structured physical activity program is more effective than a health education program (also referred to as a successful aging program) in reducing the risk of major mobility disability. The Lifestyle Interventions and Independence for Elders (LIFE) study was a multicenter, randomized trial that enrolled participants between February 2010 and December 2011, who participated for an average of 2.6 years. Follow-up ended in December 2013. Outcome assessors were blinded to the intervention assignment. Participants were recruited from urban, suburban, and rural communities at 8 centers throughout the United States. We randomized a volunteer sample of 1635 sedentary men and women aged 70 to 89 years who had physical limitations, defined as a score on the Short Physical Performance Battery of 9 or below, but were able to walk 400 m. Participants were randomized to a structured, moderate-intensity physical activity program (n = 818) conducted in a center (twice/wk) and at home (3-4 times/wk) that included aerobic, resistance, and flexibility training activities or to a health education program (n = 817) consisting of workshops on topics relevant to older adults and upper extremity stretching exercises. The primary outcome was major mobility disability objectively defined by loss of ability to walk 400 m. Incident major mobility disability occurred in 30.1% (246 participants) of the physical activity group and 35.5% (290 participants) of the health education group (hazard ratio [HR], 0.82 [95% CI, 0.69-0.98], P = .03).Persistent mobility disability was experienced by 120 participants (14.7%) in the physical activity group and 162 participants (19.8%) in the health education group (HR, 0.72 [95% CI, 0.57-0.91]; P = .006). Serious adverse events were reported by 404 participants (49.4%) in the physical activity group and 373 participants (45.7%) in the health education group (risk ratio, 1.08 [95% CI, 0.98-1.20]). A structured, moderate-intensity physical activity program compared with a health education program reduced major mobility disability over 2.6 years among older adults at risk for disability. These findings suggest mobility benefit from such a program in vulnerable older adults. clinicaltrials.gov Identifier: NCT01072500.

  13. Popular education, work training, and the path to women's empowerment in Chile.

    PubMed

    Bosch, A E

    1998-05-01

    The program 'Educacion y Trabajo' (Education and Work) in Chile was designed to help train unskilled workers and to facilitate their entrance into the labor market. Employing a participatory educational approach, the program provided personal and vocational training for men and women aged 15-30 years. Both technical and personal development training, which are embedded in Popular Education methodology, emphasize interaction among students and between students and teachers using games, videos, slides, manuals, cartoons, and worksheets. Interviews with female participants confirmed the program's empowering effects on the personal, as well as economic situation of women. The study further demonstrates how Popular Education is applied and adapted to promote self-esteem and self-reliance among female participants. Process-oriented, participatory learning, and horizontal relationships between the learner and teacher, allowed for the development of interactive structures in the classroom. This approach has especially benefited married women. Central to this empowerment process is awareness raising. By emphasizing the sociocultural origin of social structures, Popular Education helps demystify the social sphere and shows the importance of each individual in contributing to its improvement. However, while this program helps enhance women's self-esteem, self-confidence, and self-promotion, it only represents an initial step. To continue the path to full empowerment, negotiating powers must go beyond the household level and into the formal economy.

  14. Desegregation, the Attack on Public Education, and the Inadvertent Critiques of Social Justice Educators: Implications for Teacher Education

    ERIC Educational Resources Information Center

    Philip, Thomas M.

    2012-01-01

    There is a growing recognition in teacher education that in order to work toward a more equitable and just society, programs of teacher education must explicitly engage with the political commitments of teachers and teacher educators (Cochran-Smith, 2005). They must prepare prospective teachers to address "societal structures that perpetuate…

  15. Leadership Frames and Perceptions of Effectiveness among Health Information Management Program Directors

    PubMed Central

    Sasnett, Bonita; Ross, Thomas

    2007-01-01

    Leadership is important to health science education. For program effectiveness, directors should possess leadership skills to appropriately lead and manage their departments. Therefore, it is important to explore the leadership styles of programs' leaders as health science education is undergoing reform. Program directors of two and four-year health information management programs were surveyed to determine leadership styles. The study examined leadership styles or frames, the number of leadership frames employed by directors, and the relationship between leadership frames and their perceptions of their effectiveness as a manager and as a leader. The study shows that program directors are confident of their human resource and structural skills and less sure of the political and symbolic skills required of leaders. These skills in turn are correlated with their self-perceived effectiveness as managers and leaders. Findings from the study may assist program directors in their career development and expansion of health information management programs as a discipline within the health science field. As academic health centers receive greater pressure from the Institute of Medicine and accrediting agencies to reform health science education, the question of leadership arises. These centers have taken a leadership role in reforming health professional education by partnering with educational institutions to improve the health of communities. To achieve health education reform, health sciences educators must apply effective leadership skills.1 College and university leadership is challenged on how to best approach educational reform across health science fields. This article discusses leadership styles employed by program directors of one health science department, health information management, in directing programs for health science education reform. PMID:18066358

  16. Unified Program Design: Organizing Existing Programming Models, Delivery Options, and Curriculum

    ERIC Educational Resources Information Center

    Rubenstein, Lisa DaVia; Ridgley, Lisa M.

    2017-01-01

    A persistent problem in the field of gifted education has been the lack of categorization and delineation of gifted programming options. To address this issue, we propose Unified Program Design as a structural framework for gifted program models. This framework defines gifted programs as the combination of delivery methods and curriculum models.…

  17. Life Functions and Cells: Level II, Unit 7, Lesson 1; Cell Structure: Lesson 2; Tissues, Organs, Systems: Lesson 3; Growth and Nutrition: Lesson 4; Metabolism: Lesson 5. Advanced General Education Program. A High School Self-Study Program.

    ERIC Educational Resources Information Center

    Manpower Administration (DOL), Washington, DC. Job Corps.

    This self-study program for high-school level contains lessons on: Life Functions and Cells; Cell Structure; Tissues, Organs, Systems; Growth and Nutrition; and Metabolism. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

  18. Teaching humanism.

    PubMed

    Stern, David T; Cohen, Jordan J; Bruder, Ann; Packer, Barbara; Sole, Allison

    2008-01-01

    As the "passion that animates authentic professionalism," humanism must be infused into medical education and clinical care as a central feature of medicine's professionalism movement. In this article, we discuss a current definition of humanism in medicine. We will also provide detailed descriptions of educational programs intended to promote humanism at a number of medical schools in the United States (and beyond) and identify the key factors that make these programs effective. Common elements of programs that effectively teach humanism include: (1) opportunities for students to gain perspective in the lives of patients; (2) structured time for reflection on those experiences; and (3) focused mentoring to ensure that these events convert to positive, formative learning experiences. By describing educational experiences that both promote and sustain humanism in doctors, we hope to stimulate the thinking of other medical educators and to disseminate the impact of these innovative educational programs to help the profession meet its obligation to provide the public with humanistic physicians.

  19. Software Reviews.

    ERIC Educational Resources Information Center

    Wulfson, Stephen, Ed.

    1987-01-01

    Reviews seven computer software programs that can be used in science education programs. Describes courseware which deals with muscles and bones, terminology, classifying animals without backbones, molecular structures, drugs, genetics, and shaping the earth's surface. (TW)

  20. Leadership Development in Higher Education Programs

    ERIC Educational Resources Information Center

    Eddy, Pamela; Rao, Michael

    2009-01-01

    A doctorate is increasingly a credential for community college leaders, yet much remains unknown about the structure of doctoral programs and links between course requirements and practitioner needs. Programs awarding an Ed.D. more often focus on skill-oriented coursework, whereas Ph.D. programs have greater emphasis on research. This study…

  1. Examining the Role of Multicultural Competence in Leadership Program Design

    ERIC Educational Resources Information Center

    Wilson, Amy B.

    2015-01-01

    Research examining the multicultural competence of leadership educators across a variety of institutions demonstrated variance based on leadership program structure, program elements, and the ways in which diversity was addressed in the program. The Multicultural Competence in Student Affairs-Preliminary 2 (MCSA-P2) scale was used to measure…

  2. Preschool Staff Members' Perceptions of the Implementation of a Grant-Funded Intervention Program Designed to Combat Childhood Obesity: A Phenomenological Approach

    ERIC Educational Resources Information Center

    Brewer, Hannah; Rieg, Sue

    2013-01-01

    Although an abundant body of research demonstrates the need for quality health and physical education and reveals the innumerable benefits optimal health has on both physical and cognitive development, the number of preschools offering structured health and physical education programs is less than satisfactory [National Policy and Legal Analysis…

  3. Profiles of Pre-Service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

    ERIC Educational Resources Information Center

    Smith-Sherwood, Heather

    2018-01-01

    This qualitative multi-case study investigated three exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today's schools. Five…

  4. Ideal for Whom? A Cultural Analysis of Ideal Worker Norms in Higher Education and Student Affairs Graduate Programs

    ERIC Educational Resources Information Center

    Sallee, Margaret W.

    2016-01-01

    This chapter explores the consequences of ideal worker norms for graduate student-parents in higher education and student affairs programs. Using Schein's (2004) levels of culture as a conceptual lens, this chapter considers the ways that programmatic structures and interactions with faculty and peers reflect and reproduce a culture across…

  5. Naval Postgraduate School Fact Book 2004

    DTIC Science & Technology

    2004-01-01

    education to other nations. NPS develops new educational programs, explores different delivery methods and modifies its existing programs to meet the...leadership and the right organizational structure are needed to prepare warriors for the challenges of the future battlespace. To develop the ideas...the rapidly changing needs of the national security. Opportunities for faculty development are available in areas important to the Naval services

  6. Coaching the Debriefer: Peer Coaching to Improve Debriefing Quality in Simulation Programs.

    PubMed

    Cheng, Adam; Grant, Vincent; Huffman, James; Burgess, Gavin; Szyld, Demian; Robinson, Traci; Eppich, Walter

    2017-10-01

    Formal faculty development programs for simulation educators are costly and time-consuming. Peer coaching integrated into the teaching flow can enhance an educator's debriefing skills. We provide a practical guide for the who, what, when, where, why, and how of peer coaching for debriefing in simulation-based education. Peer coaching offers advantages such as psychological safety and team building, and it can benefit both the educator who is receiving feedback and the coach who is providing it. A feedback form for effective peer coaching includes the following: (1) psychological safety, (2) framework, (3) method/strategy, (4) content, (5) learner centeredness, (6) co-facilitation, (7) time management, (8) difficult situations, (9) debriefing adjuncts, and (10) individual style and experience. Institutional backing of peer coaching programs can facilitate implementation and sustainability. Program leaders should communicate the need and benefits, establish program goals, and provide assessment tools, training, structure, and evaluation to optimize chances of success.

  7. Introducing a curricular program culminating in a certificate for training peer tutors in medical education.

    PubMed

    Fellmer-Drüg, Erika; Drude, Nina; Sator, Marlene; Schultz, Jobst-Hendrik; Irniger, Erika; Chur, Dietmar; Neumann, Boris; Resch, Franz; Jünger, Jana

    2014-01-01

    Student tutorials are now firmly anchored in medical education. However, to date there have only been isolated efforts to establish structured teacher training for peer tutors in medicine. To close this gap, a centralized tutor training program for students, culminating in an academic certificate, was implemented at Heidelberg University Medical School. The program also counts within the scope of the post-graduate Baden-Württemberg Certificate in Academic Teaching (Baden-Württemberg Zertifikat für Hochschuldidaktik). Based on a needs assessment, a modular program comprised of four modules and a total of 200 curricular units was developed in cooperation with the Department for Key Competencies and Higher Education at Heidelberg University and implemented during the 2010 summer semester. This program covers not only topic-specific training sessions, but also independent teaching and an integrated evaluation of the learning process that is communicated to the graduates in the form of structured feedback. In addition, to evaluate the overall concept, semi-structured interviews (N=18) were conducted with the program graduates. To date, 495 tutors have been trained in the basic module on teaching medicine, which is rated with a mean overall grade of 1.7 (SW: 0.6) and has served as Module I of the program since 2010. A total of 17% (N=83) of these tutors have gone on to enroll in the subsequent training modules of the program; 27 of them (m=12, f=15) have already successfully completed them. Based on qualitative analyses, it is evident that the training program certificate and its applicability toward the advanced teacher training for university instructors pose a major incentive for the graduates. For successful program realization, central coordination, extensive coordination within the medical school, and the evaluation of the attained skills have proven to be of particular importance. The training program contributes sustainably to both quality assurance and professionalism, as well as to solving the issue of resources in medical education. The introduction and continued development of similar programs is desirable.

  8. Matching the Purpose of the General Education Curriculum with the Reality of Its Implementation

    ERIC Educational Resources Information Center

    Cottrell, Lesley; Cottrell, Scott; Wheatly, Michele; Jungblut, Bernadette; Dooley, Elizabeth A.; DiBartolomeo, Lisa

    2015-01-01

    This essay examines the current general education curriculum (gec) structure at a large institution where the gec program has been remodeled often to meet student needs. Assessment of this structure has been limited. Faculty and adviser perceptions of the gec's role in the larger curriculum, strengths, areas for improvement, and impact on student…

  9. A Guide to Establishing and Directing a Family Oriented Structured Preschool Activity.

    ERIC Educational Resources Information Center

    Maethner, Judith A.

    This is the teacher's manual of the Family Oriented Structured Preschool Activity, a Title III Elementary and Secondary Education Act Developer/Demonstration Project in Saint Cloud, Minnesota. The program attempts to mold the expertise of the parent with the expertise of the professional educator in order to enhance the child's development. It is…

  10. Marginalized Student Access to Technology Education

    NASA Astrophysics Data System (ADS)

    Kurtcu, Wanda M.

    The purpose of this paper is to investigate how a teacher can disrupt an established curriculum that continues the cycle of inequity of access to science, technology, engineering, and math (STEM) curriculum by students in alternative education. For this paper, I will focus on the technology components of the STEM curriculum. Technology in the United States, if not the world economy, is developing at a rapid pace. Many areas of day to day living, from applying for a job to checking one's bank account online, involve a component of science and technology. The 'gap' in technology education is emphasized between the 'haves and have-nots', which is delineated along socio-economic lines. Marginalized students in alternative education programs use this equipment for little else than remedial programs and credit recovery. This level of inequity further widens in alternative education programs and affects the achievement of marginalized students in credit recovery or alternative education classes instead of participation technology classes. For the purposes of this paper I focus on how can I decrease the inequity of student access to 21st century technology education in an alternative education program by addressing the established curriculum of the program and modifying structural barriers of marginalized student access to a technology focused curriculum.

  11. The Impact of "ED" on Educational Research.

    ERIC Educational Resources Information Center

    Florio, David H.

    1980-01-01

    The purposes, structure, and component parts of the newly formed Department of Education (ED) organizations from which educational research programs will be administered are discussed. As the climate surrounding ED changes, opportunities to take advantage of the elevated status of research will be presented. (Author/RL)

  12. Coteaching in Counselor Education: Preparing Doctoral Students for Future Teaching

    ERIC Educational Resources Information Center

    Baltrinic, Eric R.; Jencius, Marty; McGlothlin, Jason

    2016-01-01

    This phenomenological study explored 10 counselor education doctoral students' coteaching experiences with faculty members. Three coteaching structures identified from the data were relational, operational, and developmental. A definition of coteaching supported by the findings is presented. Implications for counselor education programs,…

  13. Educating for Safety.

    ERIC Educational Resources Information Center

    Rothe, J. Peter

    1991-01-01

    To enhance the chance for success in educating young drivers, there should be a balance between the content, structure, and goals of traffic safety programs and the normative rules governing young people's lives. Presents recommendations for safety education based on the notion of complementarity and using a multiperspective approach. (AF)

  14. Alternative Schools. Research Report 1976-3.

    ERIC Educational Resources Information Center

    National School Boards Association, Washington, DC.

    During the 1970's, school districts throughout the country have created alternative educational programs allowing students and parents to choose the appropriate educational structure and methodology that suit their individual needs. School boards who establish alternative schools must assess, plan, design, effect, and evaluate educational programs…

  15. Environmentalization of the Physical Education Curriculum in Brazilian Universities: Culturally Comparative Lessons from Critical Outdoor Education in Australia

    ERIC Educational Resources Information Center

    Rodrigues, Cae; Payne, Phillip G.

    2017-01-01

    'Environmentalizing' curriculum in Brazil is a worthy goal of global educational reform for sustainability but is challenging given the limits to rational change thesis already argued in critical social science and post-structural deconstructionism. The federal government mandate to environmentalize undergraduate physical education programs poses…

  16. Traditional and Online Learning in Executive Education: How Both Will Survive and Thrive

    ERIC Educational Resources Information Center

    Stanton, Wilbur W.; Stanton, Angela D'Auria

    2017-01-01

    An important component of corporate training is executive education. A sample of 90 open enrollment executive education programs in the areas of management development and leadership was reviewed to better understand the structure of the offerings. In today's marketplace, the majority of executive education offerings are of the traditional…

  17. The Spiritual and Moral Education of Russia's School Students

    ERIC Educational Resources Information Center

    Daniliuk, A. Ia.; Kondakov, A. M.; Tishkov, V. A.

    2010-01-01

    This article discusses the new draft of the Federal State Standards of General Education which designates spiritual and moral upbringing as a key task of present-day education. In accordance with the Standards' requirements, the structure of the basic educational program shall, in addition to the fundamental nucleus of the content of the…

  18. Project Ranger Adopter's Guide, 1979.

    ERIC Educational Resources Information Center

    Douglas, Randi; McCann, Karen, Comp.

    Project Ranger is a program providing a combination of classroom study, outdoor survival, and environmental education to students having difficulty adapting to structured learning. The program has three unique features: it tries to reach younger children than most programs for "reluctant learners"; it provides affective counseling…

  19. Pediatric cardiac surgery Parent Education Discharge Instruction (PEDI) program: a pilot study.

    PubMed

    Staveski, Sandra L; Zhelva, Bistra; Paul, Reena; Conway, Rosalind; Carlson, Anna; Soma, Gouthami; Kools, Susan; Franck, Linda S

    2015-01-01

    In developing countries, more children with complex cardiac defects now receive treatment for their condition. For successful long-term outcomes, children also need skilled care at home after discharge. The Parent Education Discharge Instruction (PEDI) program was developed to educate nurses on the importance of discharge teaching and to provide them with a structured process for conducting parent teaching for home care of children after cardiac surgery. The aim of this pilot study was to generate preliminary data on the feasibility and acceptability of the nurse-led structured discharge program on an Indian pediatric cardiac surgery unit. A pre-/post-design was used. Questionnaires were used to evaluate role acceptability, nurse and parent knowledge of discharge content, and utility of training materials with 40 nurses and 20 parents. Retrospective audits of 50 patient medical records (25 pre and 25 post) were performed to evaluate discharge teaching documentation. Nurses' discharge knowledge increased from a mean of 81% to 96% (P = .001) after participation in the training. Nurses and parents reported high levels of satisfaction with the education materials (3.75-4 on a 4.00-point scale). Evidence of discharge teaching documentation in patient medical records improved from 48% (12 of 25 medical records) to 96% (24 of 25 medical records) six months after the implementation of the PEDI program. The structured nurse-led parent discharge teaching program demonstrated feasibility, acceptability, utility, and sustainability in the cardiac unit. Future studies are needed to examine nurse, parent, child, and organizational outcomes related to this expanded nursing role in resource-constrained environments. © The Author(s) 2014.

  20. Can outcome-based continuing medical education improve performance of immigrant physicians?

    PubMed

    Castel, Orit Cohen; Ezra, Vered; Alperin, Mordechai; Nave, Rachel; Porat, Tamar; Golan, Avivit Cohen; Vinker, Shlomo; Karkabi, Khaled

    2011-01-01

    Immigrant physicians are a valued resource for physician workforces in many countries. Few studies have explored the education and training needs of immigrant physicians and ways to facilitate their integration into the health care system in which they work. Using an educational program developed for immigrant civilian physicians working in military primary care clinics at the Israel Defence Force, we illustrate how an outcome-based CME program can address practicing physicians' needs for military-specific primary care education and improve patient care. Following an extensive needs assessment, a 3-year curriculum was developed. The curriculum was delivered by a multidisciplinary educational team. Pre/post multiple-choice examinations, objective structured clinical examinations (OSCE), and end-of-program evaluations were administered for curriculum evaluation. To evaluate change in learners' performance, data from the 2003 (before-program) and 2006 (after-program) work-based assessments were retrieved retrospectively. Change in the performance of program participants was compared with that of immigrant physicians who did not participate in the program. Out of 28 learners, 23 (82%) completed the program. Learners did significantly better in the annual post-tests compared with the pretests (p <.01) and improved their OSCE scores (p <.001). Most program graduates (90%) rated overall satisfaction as very good or excellent. In comparison with nonparticipants, program graduates performed better on work-based assessments (Cohen's d =.63). Our intensive, outcome-based, longitudinal CME program has yielded encouraging results. Other medical educators, facing the challenge of integrating immigrant physicians to fit their health care system, may consider adapting our approach. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  1. Guidelines for postdoctoral training in rehabilitation psychology.

    PubMed

    Stiers, William; Hanson, Stephanie; Turner, Aaron P; Stucky, Kirk; Barisa, Mark; Brownsberger, Mary; Van Tubbergen, Marie; Ashman, Teresa; Kuemmel, Angela

    2012-11-01

    This article describes the methods and results of a national conference that was held to (1) develop consensus guidelines about the structure and process of rehabilitation psychology postdoctoral training programs and (2) create a Council of Rehabilitation Psychology Postdoctoral Training Programs to promote training programs' abilities to implement the guidelines and to formally recognize programs in compliance with the guidelines. Forty-six conference participants were chosen to include important stakeholders in rehabilitation psychology, representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, and persons involved in medical education practice and research. Consensus guidelines were developed for rehabilitation psychology postdoctoral training program structure and process and for establishing the Council of Rehabilitation Psychology Postdoctoral Training Programs. The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology. PsycINFO Database Record (c) 2012 APA, all rights reserved

  2. [A therapeutic educational program in Parkinson's disease: ETPARK].

    PubMed

    Ory Magne, F; Arcari, C; Canivet, C; Sarrail, M; Fabre, M H; Mohara, C; Brefel Courbon, C

    2014-02-01

    We developed a therapeutic educational program in Parkinson's disease (PD). The needs analysis for this program was performed through a survey involving 41 PD patients. This survey questionnaire was elaborated through the analysis of 395 patients' semi-directive interviews, performed in our specialized hospitalisation unit during explanation workshops between 2005 and 2007. We managed to design an educational program tailored to specificities of PD and according to the recommendations of the High Authority of Health in France (HAS). This program was based on individual sessions conducted by a nurse experienced in PD and trained in education. Collective workshops concerning specific themes such as physical therapy, communication, social supports, sleep disorders, stress management, therapies in PD could be proposed to volunteer patients and were performed by the nurse, a physiotherapist and a specialized practitioner. This program focused on skills structured in knowledge, expertise, and learning. It was intended for patients without any motor or cognitive severe impairment. We educated 231 patients between 2008 and 2012 individually and 113 in collective workshops. Patients had an interesting improvement in their self-esteem (6.2±1.4 before and 7.3±1.1 after one year of this educational program). This program has been validated by our regional medical agency and we performed a medico-economic study demonstrating a significant improvement in quality-of-life of educated patients without extra costs. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

  3. Health education programs may be as effective as exercise intervention on improving health-related quality of life among Japanese people over 65 years.

    PubMed

    Tamari, Kotaro; Kawamura, Kenji; Sato, Mitsuya; Harada, Kazuhiro

    2012-09-01

    The current study was aimed to examine the short-term effects of a 3-month health education program on health-related quality of life using the Short-Form 36. Twenty-five Japanese older people aged 65 and older in the health education program were compared with two historical control groups (n = 25 each) undertaking group and resistance exercise interventions and matched by age, sex and body mass index. A series of split-design two-way analyses of variance were conducted for data analysis. Significant improvements were observed in general health and vitality subscales of the Short-Form 36 in the educational program group. Multivariate analyses, adjusted for several confounding factors, revealed that the effects of the three programs were comparable. The findings suggest that a structured 3-month educational program may be as effective as exercise interventions in improving general health and vitality in a community-dwelling Japanese older population. © 2011 The Authors. Australasian Journal on Ageing © 2011 ACOTA.

  4. Back posture education in elementary schoolchildren: stability of two-year intervention effects.

    PubMed

    Geldhof, E; Cardon, G; De Bourdeaudhuij, I; De Clercq, D

    2007-09-01

    The study's first objective was to evaluate class teachers' efforts to promote good body mechanics after a structured back education program was finished and to evaluate whether their support during follow-up resulted in better intervention effects at 1-year follow-up. Secondary, the stability of intervention effects on children's back posture knowledge, fear-avoidance beliefs and back pain reports following a 2-school-year multi-factorial back education program was evaluated at 1-year follow-up. An additional focus was put on what young children learned about good body mechanics in the obligatory school curriculum compared to intensive back posture promotion. The quasi-experimental study included at baseline 398 elementary schoolchildren aged 8-11 years. The back education program consisted of 13 h back education and the stimulation of postural dynamism in the class through support and environmental changes lasting 2 school-years. Controls received the obligatory curriculum, not including back education. Evaluation consisted of a questionnaire, which was filled out by 121 intervention children and 124 controls at baseline, post-test and follow-up. Teachers were interviewed at the end of the follow-up school-year. Teachers continued with initiatives to increase postural dynamism in the class when they had been instructed about that matter. However, teachers' efforts to continue the promotion of good body mechanics showed no additional effect on children's knowledge. Improved back posture knowledge demonstrated stability at 1-year follow-up. Whereas the obligatory curriculum provided children with fundamental postural knowledge, the back posture program added important aspects. Fear-avoidance beliefs and self-reported pain were not increased at 1-year follow-up. The stable intervention effects point out that intensive implementation of a structured multifactorial back education program in the elementary school curriculum is effective.

  5. Education for Mobile Populations in America: A Rationale for the Office of Migrant Education, U.S. Department of Education. Revised.

    ERIC Educational Resources Information Center

    National Education Association, Washington, DC. Div. of Instruction and Professional Development.

    Highlighting the fact that a different concept in delivery is required to provide educational programs and services to mobile populations, this paper describes the special educational needs of mobile students, gives the legislative history that has led to creation of an administrative structure to fulfill those needs, and suggests policies and…

  6. Evaluation of an online continuing education program from the perspective of new graduate nurses.

    PubMed

    Karaman, Selcuk; Kucuk, Sevda; Aydemir, Melike

    2014-05-01

    The aim of this study is to evaluate the online continuing education program from the perspectives of new graduate nurses. An evaluation framework includes five factors (program and course structure, course materials, technology, support services and assessment). In this study, descriptive research methods were used. Participants of the study included 2.365 registered nurses enrolled in the first online nursing bachelor completion degree program in the country. Data were collected by survey. The findings indicated that students were mostly satisfied with this program. The results of this study suggest that well designed asynchronous online education methods can be effective and appropriate for registered nurses. However, the provision of effective support and technological infrastructure is as vital as the quality of teaching for online learners. © 2013.

  7. Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program

    ERIC Educational Resources Information Center

    Lenchuk, Iryna

    2014-01-01

    The purpose of this article is to analyze a task included in the LINC Home Study (LHS) program. LHS is a federally funded distance education program offered to newcomers to Canada who are unable to attend regular LINC classes. A task, in which a language structure (a gerund) is chosen and analyzed, was selected from one instructional module of LHS…

  8. Health-related Culinary Education: A Summary of Representative Emerging Programs for Health Professionals and Patients

    PubMed Central

    Phillips, Edward M.; Nordgren, Julia; La Puma, John; La Barba, Julie; Cucuzzella, Mark; Graham, Robert; Harlan, Timothy S.; Burg, Tracey; Eisenberg, David

    2016-01-01

    Background: Beneficial correlations are suggested between food preparation and home food preparation of healthy choices. Therefore, there is an emergence of culinary medicine (CM) programs directed at both patients and medical professionals which deliver education emphasizing skills such as shopping, food storage, and meal preparation. Objective: The goal of this article is to provide a description of emerging CM programs and to imagine how this field can mature. Methods: During April 2015, 10 CM programs were identified by surveying CM and lifestyle medicine leaders. Program directors completed a narrative describing their program's structure, curricula, educational design, modes of delivery, funding, and cost. Interviews were conducted in an effort to optimize data collection. Results: All 10 culinary programs deliver medical education curricula educating 2654 health professionals per year. Educational goals vary within the domains of (1) provider's self-behavior, (2) nutritional knowledge and (3) prescribing nutrition. Six programs deliver patients' curricula, educating 4225 individuals per year. These programs' content varies and focuses on either specific diets or various culinary behaviors. All the programs' directors are health professionals who are also either credentialed chefs or have a strong culinary background. Nine of these programs offer culinary training in either a hands-on or visual demonstration within a teaching kitchen setting, while one delivers remote culinary tele-education. Seven programs track outcomes using various questionnaires and biometric data. Conclusions: There is currently no consensus about learning objectives, curricular domains, staffing, and facility requirements associated with CM, and there has been little research to explore its impact. A shared strategy is needed to collectively overcome these challenges. PMID:26937315

  9. Mentoring in Higher Education Administration

    ERIC Educational Resources Information Center

    Kutchner, Wendy; Kleschik, Paul

    2016-01-01

    Structured mentoring programs provide established goals and objectives and clarify expectations and access for the mentee. Institutions often tailor these programs to meet their cultural and leadership needs, guiding the mentee in their current position and future growth opportunities. Such internal programs assist with succession planning and…

  10. The NASA Education Forum at SAO on the Structure and Evolution of the Universe

    NASA Technical Reports Server (NTRS)

    Gould, Roy; Rosendhal, Jeffrey (Technical Monitor)

    2001-01-01

    During the past year the SEU Forum has made significant progress on a number of fronts: (1) the Forum has brought several large education projects close to completion; (2) we have greatly expanded our relationship with the SEU missions and programs; and (3) we have started a significant program to better involve space scientists in education and outreach activities. Among our accomplishments for the past year: (1) completed planning and design for Cosmic Questions, a national traveling exhibition on SEU themes; (2) launched the informal Science Education Resource Directory; (3) Coordinating with the SEU and Origins missions; and (4) promoted scientist-educator partnerships.

  11. [Adherence to the Ongoing Education Program for family doctors in a southeastern Brazilian state].

    PubMed

    d'Ávila, Luciana Souza; Assis, Lucília Nunes de; Melo, Marilene Barros de; Brant, Luiz Carlos

    2014-02-01

    Ongoing Health Education is a strategy for transformation of health practices, though the adherence of professionals is one of the challenges facing its implementation. Thus, the objective of this study was to investigate the factors associated with adherence of family doctors to the Ongoing Education Program in a southeastern Brazilian state from the perception of supervisors. It is a cross-sectional and quantitative study with the use of online questionnaires. Data were analyzed using the chi-square test with ongoing correction to determine the association between structure, topics, activities and difficulties of the supervisors working in Ongoing Health Education, difficulties of the physicians in Primary Health Care (PHC) and poor and good adherence to the program. Excellent medical participation was statistically related to the adequacy of physical space (p = 0.001), a multidisciplinary approach (p = 0.035) and epidemiological aspects (p = 0.043). Low adherence was associated with the inadequacy of the physical structure, difficulty understanding the methodology, less time in a supervisory position, multiple workdays, among others. A good adherence to Ongoing Health Education is a possibility for collective reconstruction of the everyday work of physicians in Primary Health Care.

  12. A paperless course on structural engineering programming: investing in educational technology in the times of the Greek financial recession

    NASA Astrophysics Data System (ADS)

    Sextos, Anastasios G.

    2014-01-01

    This paper presents the structure of an undergraduate course entitled 'programming techniques and the use of specialised software in structural engineering' which is offered to the fifth (final) year students of the Civil Engineering Department of Aristotle University Thessaloniki in Greece. The aim of this course is to demonstrate the use of new information technologies in the field of structural engineering and to teach modern programming and finite element simulation techniques that the students can in turn apply in both research and everyday design of structures. The course also focuses on the physical interpretation of structural engineering problems, in a way that the students become familiar with the concept of computational tools without losing perspective from the engineering problem studied. For this purpose, a wide variety of structural engineering problems are studied in class, involving structural statics, dynamics, earthquake engineering, design of reinforced concrete and steel structures as well as data and information management. The main novelty of the course is that it is taught and examined solely in the computer laboratory ensuring that each student can accomplish the prescribed 'hands-on' training on a dedicated computer, strictly on a 1:1 student over hardware ratio. Significant effort has also been put so that modern educational techniques and tools are utilised to offer the course in an essentially paperless mode. This involves electronic educational material, video tutorials, student information in real time and exams given and assessed electronically through an ad hoc developed, personalised, electronic system. The positive feedback received from the students reveals that the concept of a paperless course is not only applicable in real academic conditions but is also a promising approach that significantly increases student productivity and engagement. The question, however, is whether such an investment in educational technology is indeed timely during economic recession, where the academic priorities are rapidly changing. In the light of this unfavourable and unstable financial environment, a critical overview of the strengths, the weaknesses, the opportunities and the threats of this effort is presented herein, hopefully contributing to the discussion on the future of higher education in the time of crisis.

  13. Youth Jobs Programs: The Critical Need for a Comprehensive Strategy. Testimony before the House Education and Labor Committee.

    ERIC Educational Resources Information Center

    Taggart, Robert

    In times of economic recession, dollars for job training and job placement programs grow scarcer, and those that are available tend to go to middle-class workers who are displaced or temporarily unemployed. The structurally unemployed--primarily the poor, the less educated, and minority youth--find it harder to compete for the needed training, and…

  14. The W. K. Kellogg Foundation Program at the University of Akron: If We Had to Do It Over--Hindsight and Foresight.

    ERIC Educational Resources Information Center

    DeShon, David S.

    A team leadership program for academic administration was undertaken at the University of Akron under Kellogg Foundation Funding. A screened sample of 108 persons was admitted to training, which consisted of role analysis, education in the structure and function of the university and higher education in general, team building, analysis of…

  15. The Value of Emic Research in Sport for Development and Peace Programs

    ERIC Educational Resources Information Center

    Wahrman, Hillel; Zach, Sima

    2018-01-01

    This paper demonstrates the value of researching the emic perceptions expressed by participants of sport for development and peace (SDP) programs about their program. An Israeli SDP program was chosen which addresses Arab children's educational needs through sport. Ten semi-structured interviews were held with participants: two Jewish male…

  16. Prescription for Health Care Costs. Wellness Programs on Campus.

    ERIC Educational Resources Information Center

    Dunlavey, Christopher S.

    1992-01-01

    The wellness program is applied within the higher education setting as one means to control health care costs. Discussed are the program's design, objectives, content, facilities, structure and staff, financing, and evaluation. It is noted that wellness programs are not only cost effective but can help to improve morale and increase productivity.…

  17. Developing a disaster education program for community safety and resilience: The preliminary phase

    NASA Astrophysics Data System (ADS)

    Nifa, Faizatul Akmar Abdul; Abbas, Sharima Ruwaida; Lin, Chong Khai; Othman, Siti Norezam

    2017-10-01

    Resilience encompasses both the principles of preparedness and reaction within the dynamic systems and focuses responses on bridging the gap between pre-disaster activities and post-disaster intervention and among structural/non-structural mitigation. Central to this concept is the ability of the affected communities to recover their livelihood and inculcating necessary safety practices during the disaster and after the disaster strikes. While these ability and practices are important to improve the community safety and resilience, such factors will not be effective unless the awareness is present among the community. There have been studies conducted highlighting the role of education in providing awareness for disaster safety and resilience from a very young age. However for Malaysia, these area of research has not been fully explored and developed based on the specific situational and geographical factors of high-risk flood disaster locations. This paper explores the importance of disaster education program in Malaysia and develops into preliminary research project which primary aim is to design a flood disaster education pilot program in Kampung Karangan Primary School, Kelantan, Malaysia.

  18. Politics, Policy, Practice and Personal Responsibility: Adult Education in an Era of Welfare Reform. NCSALL Reports #10A.

    ERIC Educational Resources Information Center

    D'Amico, Deobrah

    The relationship of literacy to work should be considered in terms of the political and economic conditions that structure the experiences of the working and non-working poor with respect to education and work. Research shows welfare-to-work programs constitute behavioral solutions to what are structural economic problems; literacy alone cannot…

  19. Education and Development: The Issues and the Evidence. Education Research. Serial No. 6.

    ERIC Educational Resources Information Center

    Lewin, Keith M.

    This literature review is divided into two main sections. The first part identifies key dimensions of the policy debate that will condition future patterns of investment in education. The themes chosen are the impact of recession, the effects of debt and structural adjustment programs on the resources available for education; the implications of…

  20. Integrating the Family and Consumer Sciences Body of Knowledge into Higher Education: Eight AAFCS-Accredited Universities Explain Their Process

    ERIC Educational Resources Information Center

    Reiboldt, Wendy; Stanley, M. Sue; Coffey, Kitty R.; Whaley, Heather M.; Yazedjian, Ani; Yates, Amy M.; Kihm, Holly; Wanga, Pamela E.; Martin, Lynda; Olle, Mary; Anderson, Melinda

    2016-01-01

    This article features eight AAFCS-accredited academic units in higher education that illustrate how the Family and Consumer Sciences Body of Knowledge (FCS-BOK) can be integrated into program curricula and educational procedures or structures. Contributors represent the following educational institutions (in alphabetical order): (1) California…

  1. The effect of sexual health education program on women sexual function in Iran.

    PubMed

    Behboodi Moghadam, Zahra; Rezaei, Elham; Khaleghi Yalegonbadi, Fariba; Montazeri, Ali; Arzaqi, Syed Masood; Tavakol, Zeinab; Yari, Fatemeh

    2015-01-01

    Sexual dysfunction is the most common disorder in women. According to the WHO, sexual education programs are considered as a need. Therefore, this study was designed to investigate the effect of educational program on sexual function in women with sexual dysfunction. This randomized trial, was conducted in 2013 on 90 married women by convenient sampling in Qazvin, central Iran. The demographic, Female Sexual Function Index (FSFI), and Beck's Depression Inventory (BDI) questionnaires were completed during structured interviews. After completing the sample size, subjects were divided randomly into two groups by using the table of random numbers (educational and control groups), then respectively received an educational intervention in the four sessions with one week interval and routine program offered by the center and following-up was done with refilling questionnaires 8 weeks after intervention. Sexual function improved after sex educational programs in all dimensions (sexual desire (P=0.006), sexual exciting (P=0.006), vaginal moisture (P=0.002), sexual satisfaction (P=0.011), and total score of sexual function (P=0.001). Considering the importance role of sexual function in family strength, health, and development, it can be claimed that educational sex programs can help practitioners to improve sexual function of married women with sexual dysfunction.

  2. A tangled web: Interactions and structures in university-school collaborations

    NASA Astrophysics Data System (ADS)

    Ohana, Christina Pickerell

    1999-10-01

    In this volume, I examine some of the structures and beliefs embedded in a university-school partnership. I try to untangle the complex web of interests, ideologies, and information that participants bring to the project. This dissertation includes three research papers. In the first paper, "Integration of Theory with Practice: A Comparison of Two Science Methods Courses," I studied the work of students in two science methods courses. One class was a preservice cohort involved in an experimental program with significant levels of field experiences. Their work was compared to students in the regular program who have a modest field component. In this analysis, cohort students made many more references to field placements than students in the regular program. Cohort students also used peers as sources of information and authority. Students in the regular program used sources from university coursework to help them interpret field experiences. They rarely mentioned peers. These differences were interpreted in light of their meaning for efforts to improve teacher education. In the second paper, "Preservice Cohorts and their Implications for Mathematics and Science Education," I surveyed the literature on cohorts in preservice teacher education. I described the structure of three preservice programs at different universities that have mathematics- or science-focused preservice cohorts. While some progress is apparent, there are many areas which were unaffected by the new structure. There are also effects that may be undesirable. Both the literature and site visits highlighted the need for program developers in teacher education to attend to both design and purpose. In the final paper, "Interests, Ideology, Information, and Institutions in a University-School Partnership," I examined the programs from a broader perspective. I used a model of interests, ideology, information, and institution (the "4 I's,") to examine how university-school partnerships link two very complex institutions. I found that in order for the two institutions to work together, they must accommodate the interests, ideology, and information of the other. This accommodation allowed the two organizations to work together but prevents more fundamental change.

  3. Language in Early Childhood Education.

    ERIC Educational Resources Information Center

    Cazden, Courtney B., Ed.

    Eight articles about oral language education for preschool children are presented. They are: (1) a point of view on oral language education--"Suggestions from Studies of Early Language Acquisition,""Language Programs for Young Children: Notes from England and Wales," and "The Issue of Structure," by Courtney Cazden; (2) suggestions for curriculum…

  4. Move Your Continuing Education Unit from Function to Performance-Based.

    ERIC Educational Resources Information Center

    Kodgis, Damian

    This document explores the policies and practices essential for maintaining a profitable, efficient, and productive continuing education program. A continuing education organizational structure must produce results (sales) and services (delivery), and organizational roles must be clearly defined so that income is linked to expenses. Sales and…

  5. Identifying and Reconstructing Common Cold Misconceptions among Developing K-12 Educators

    ERIC Educational Resources Information Center

    Johnson, Marcus Lee; Bungum, Timothy

    2013-01-01

    Background: Common cold misconceptions may contribute to ill-informed decisions and recommendations made by K-12 educators who often encounter infected students. Understanding the structure of educators' misconceptions can be used to improve health instruction in teacher professional preparation programs. Purpose: The purposes of this project were…

  6. The Power of Structural and Symbolic Redesign: Creating a Collaborative Learning Community in Higher Education.

    ERIC Educational Resources Information Center

    Geltner, Beverley B.

    This paper describes efforts to redesign a graduate program of educational administration and leadership at Oakland University in Rochester, Michigan, shaped by contributions of researchers in contemporary management and leadership theory, feminist pedagogy, action research, and educational reform. A culture of collaboration, inclusion, and…

  7. New Designs for Correctional Education and Training Programs.

    ERIC Educational Resources Information Center

    McCollum, Sylvia G.

    1973-01-01

    The challenge confronting creative educators concerned with using the correctional experience in positive ways is to structure an educational delivery system which takes into account the wide range of individual differences among people whose only common denominator is "serving time." Inherent is the problem of staff and public resistance to…

  8. Vocational Education: Options and Directions. Working Paper 18.

    ERIC Educational Resources Information Center

    Stokes, Helen; Holdsworth, Roger

    This paper presents practical options for school development in relation to vocational education ranging from small and specific steps to larger whole school change. Chapter 1 describes the context. Chapter 2 highlights three interlocked imperatives to attain this objective: a comprehensive and well-structured educational program that deals…

  9. Women in Higher Education Administration: Status and Strategies.

    ERIC Educational Resources Information Center

    Finlay, Cheryl Schratz; Crosson, Patricia H.

    1981-01-01

    The status of women in higher education administration and strategies for increasing their numbers are considered, based on research studies on women and job structures in higher education, and from information on organizations and programs. General observations based on the studies include the following: women are underrepresented in major…

  10. What Do Instructional Designers in Higher Education Really Do?

    ERIC Educational Resources Information Center

    Kumar, Swapna; Ritzhaupt, Albert

    2017-01-01

    What do instructional designers in higher education really do? With the rise in online courses and programs in higher education, this question is especially important. We interviewed eight instructional designers from across the United States using a semi-structured interview protocol. The results were analyzed using the constant comparative…

  11. Features of a Health-Oriented Education Program during Daily Commutes: A Qualitative Study.

    PubMed

    Ramezankhani, Ali; Heydarabadi, Akbar Babaei; Ghaffari, Mohtasham; Mehrabi, Yadollah; Kazemi, Sadegh

    2016-06-01

    Today, despite scientific advances, many people spend more time and distance between home and their workplaces because of various economic and population reasons. The aim of this study was to identify features of an appropriate health education program during commutes for factory staff at Ardakan county (Yazd province, Iran). This qualitative study was conducted via the phenomenological method in 2014. The population of this study was members of the staff of Ardakan Steel Company. Nineteen specialists and 11 members of the factory's staff were invited to participate in the study, and data were collected using semi-structured interviews. The interviews took 20 to 40 minutes, and their content was analyzed using content analysis. Extraction of codes and themes and their placement in this study showed that an educational program during commutes should have nine features to have the desired effectiveness, i.e., the program must be audience-oriented, repeatable, participatory, technology-based, combinational, supportive, and motivational and interesting. Also, the program should have environmental and organizational support, and it must be evaluated for its effectiveness. Considering appropriate features of a health education program in educational situations, especially interventions related to daily commutes, is very important because the effectiveness of such health-oriented educational programs must be ensured.

  12. An Analytical Approach to Salary Evaluation for Educational Personnel

    ERIC Educational Resources Information Center

    Bruno, James Edward

    1969-01-01

    "In this study a linear programming model for determining an 'optimal' salary schedule was derived then applied to an educational salary structure. The validity of the model and the effectiveness of the approach were established. (Author)

  13. Integrating Cost-effective Rollover Protective Structure Installation in High School Agricultural Mechanics: A Feasibility Study.

    PubMed

    Mazur, Joan; Vincent, Stacy; Watson, Jennifer; Westneat, Susan

    2015-01-01

    This study with three Appalachian county agricultural education programs examined the feasibility, effectiveness, and impact of integrating a cost-effective rollover protective structure (CROPS) project into high school agricultural mechanics classes. The project aimed to (1) reduce the exposure to tractor overturn hazards in three rural counties through the installation of CROPS on seven tractors within the Cumberland Plateau in the east region; (2) increase awareness in the targeted rural communities of cost-effective ROPS designs developed by the National Institution for Occupational Safety and Health (NIOSH) to encourage ROPS installations that decrease the costs of a retrofit; (3) test the feasibility of integration of CROPS construction and installations procedures into the required agricultural mechanics classes in these agricultural education programs; and (4) explore barriers to the implementation of this project in high school agricultural education programs. Eighty-two rural students and three agricultural educators participated in assembly and installation instruction. Data included hazard exposure demographic data, knowledge and awareness of CROPS plans, and pre-post knowledge of construction and assessment of final CROPS installation. Findings demonstrated the feasibility and utility of a CROPS education program in a professionally supervised secondary educational setting. The project promoted farm safety and awareness of availability and interest in the NIOSH Cost-effective ROPS plans. Seven CROPS were constructed and installed. New curriculum and knowledge measures also resulted from the work. Lessons learned and recommendations for a phase 2 implementation and further research are included.

  14. Building a chiropractic academy of educators: A needs assessment of selected faculty educators

    PubMed Central

    Tunning, Michael J.; Derby, Dustin C.; Krell-Mares, Kelly A.; Barber, Michelle R.

    2017-01-01

    Objective: Professional demands have led to health-care educator specialization in research or patient care. The academy movement is an avenue that attempts to return prestige and importance to improved instruction. The authors performed a needs analysis of selected faculty at 3 chiropractic colleges to assess the need for, and willingness to participate in, an academy of educators program. Methods: An expert-developed, pretested survey was deployed using SurveyMonkey. Analysis of variance and regression analysis were used to address 3 research questions related to the academy of educators program. Results: The study achieved a 53% response rate and reflected that an overwhelming majority of chiropractic faulty members (89%) reported the need for an academy of educators. The study found no significant differences between faculty ranks, years of experience, and participation willingness. Conclusion: A structured approach, such as an academy, to foster professional teaching development may create positive outcomes for an institution. Faculty educators were willing to engage in an efficient program that may improve teaching methods and create opportunities for collaborative working relationships, which signals the potential for wide acceptance of the program. PMID:28768113

  15. Charting a New Course

    ERIC Educational Resources Information Center

    Matthews, Frank J.; Matthews, Joan Morgan

    2008-01-01

    This article features the University of Maryland Eastern Shore (UMES), which becomes the first historically Black university (HBCU) to receive a PGA Professional Golf Management Program. The PGA/PGM[TM] University Program is a four-and-a-half-year structured college curriculum for aspiring PGA professionals. The educational program is accredited…

  16. Programs for the Alleviation of Institutional Dependency. Final Report.

    ERIC Educational Resources Information Center

    Callahan, Orel D.; And Others

    The Summer School Functional Education program of the Kalamazoo (Michigan) State Hospital was evaluated in terms of the program's effectiveness in enhancing the emotional health of participants and reducing their institutional dependency (adjustment patterns dependent on the structured and protected environment of the institution). Subjects were…

  17. The MBA--Tribal Management Program.

    ERIC Educational Resources Information Center

    Bread, Donald J.

    The only graduate program in the United States devoted entirely to tribal management is designed to educate and prepare students for employment with Indian tribes and organizations and with federal and state agencies. The highly academically structured 34-hour program addresses concerns often ignored in corporate management and public…

  18. Education of the modern surgical resident: novel approaches to learning in the era of the 80-hour workweek.

    PubMed

    Nguyen, Liz; Brunicardi, F Charles; Dibardino, Daniel J; Scott, Bradford G; Awad, Samir S; Bush, Ruth L; Brandt, Mary L

    2006-06-01

    Implementation of the 80-hour work week has resulted in limitations on the hours available for resident education, creating a need for innovative approaches to teach surgical residents successfully. Herein we report the methods and results of an innovative didactic learning program at a large academic surgical residency program. Between 2004 and 2005, based on known principles of adult education and innovative learning techniques, a didactic learning program was instituted in a major academic surgery program. The course work consisted of a structured reading program using Schwartz's Textbook of Surgery, with weekly testing and problem-based learning (PBL) groups led by surgical faculty. The residents' progress was assessed by American Board of Surgery In-Training Examination (ABSITE) training scores before and after program implementation. A resident survey was also conducted to assess residents' attitudes toward the new program. Results were reported as a mean, and categoric variables were compared using a paired Student's t-test. During the academic year of the structured reading program, the mean ABSITE score improved by 10% (P=0.02) from the previous year. The postgraduate year 4 class had the largest change, with a score increase of 17% over the previous year's performance (P=0.02). Survey results demonstrated that 64% of the responders agreed that the small-group PBL was preferable for achieving educational goals. Furthermore, 89% of residents responded that the PBL groups improved interaction between residents and faculty members. An innovative formal learning program based on a major surgical textbook with weekly testing and small group sessions can significantly improve surgical training in the modern era of work-hour restrictions. Furthermore, surgical trainees find this format to be innovative and useful for improving didactic teaching.

  19. Scout and Guides, Key Users of Astronomy & Planetary Sciences Outreach that Support Education

    NASA Astrophysics Data System (ADS)

    Brumfitt, A.; Thompson, L.

    Few people outside of the Scouting and Guide movement would appreciate that these world wide organisations have an active youth membership of over 40 million children and young adults. These two organisations rely on external specialist expert knowledge for the effective delivery of their education and award schemes. The high membership and established program delivery pathways make these organisations excellent vehicles for outreach programs. In particular Scouts and Guides are able to introduce astronomy and planetary sciences into their informal education programs at a timing that best suits the child and not one constrained by the schedule of formal education. It is the global voluntary nature of membership of these organisations that make them extremely effective learning vehicles. The members both youth and leader are highly motivated. These two organisations have a structured education program for youth members based on both individual pursuits or targets and group projects. The organisations has as part of their infra structure benchmarks for the measure of excellence in achievement and education at all levels. Scouts and Guides are a way of encompassing knowledge and lighting candles for life long learning. Scouts and guides address all year groups of formal education from primary through to tertiary levels, from cubs and brownies through various levels to Rovers and Rangers. Space is seen as relevant to Scouting and Guides, the Guide movement UK has recently adopted a "Go for it" challenge award for youth members to investigate space science. Similar awards exist in the Scouting movement in Europe, USA and Australia. The ready adoption of Space science fits well with scouting principles as Space is perceived as the "New Frontier of Discovery". In October 2007, Scouts and Guides from Europe will gather at Tidbinbilla deep space Tracking Station, Australia for the first Scout and Guide International Space Camp. The model used for this camp was based on a pilot camp in Australia of 1200 participants which used the Tracking Station, Astronomy Groups and the Mt Stromlo Observatory and its astronomers, Science Centres and Universities as key tools in the program design and delivery. The enormous sizes and the excellent formalised organisational structure of Scouts and Guides makes these organisations excellent vehicles for the development of space education programs that can be then transferred to traditional formal education organisations such as schools. This paper discusses mechanisms for effective engagement by astronomy planetaria science groups through Scouts and guides to kids.

  20. Effect of Programmed Instruction on Students' Attitude towards Structure of the Atom and the Periodic Table among Kenyan Secondary Schools

    ERIC Educational Resources Information Center

    Wangila, M. J.; Martin, W.; Ronald, M.

    2015-01-01

    This study examined the effect of Programmed Instruction on students' attitude towards Structure of the Atom and the Periodic Table (SAPT) among mixed (co-educational) secondary schools of Butere district, Kakamega county, Kenya. The quasi-experimental research design was adopted, using the nonrandomized Solomon four-group as a model. The sample…

  1. Acquisition Strategy Guide,

    DTIC Science & Technology

    1984-07-01

    acquisition stategy for his program. Well informed, educated, and innovative applications and judgments are necessary to structure a successful...program but part of’the Con- operating forces. gress is opposed to it. A case in point is thle MIX missile development. In other instances the Ad...hierarchical format, can be applied to help in The market factors element includes both industrial organizing and structuring an acquisition strategy

  2. A Best Practice Modular Design of a Hybrid Course Delivery Structure for an Executive Education Program

    ERIC Educational Resources Information Center

    Klotz, Dorothy E.; Wright, Thomas A.

    2017-01-01

    This article highlights a best practice approach that showcases the highly successful deployment of a hybrid course delivery structure for an Operations core course in an Executive MBA Program. A key design element of the approach was the modular design of both the course itself and the learning materials. While other hybrid deployments may stress…

  3. NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

    USGS Publications Warehouse

    Allner, Matthew; McKay, Christopher P; Coe, Liza; Rask, Jon; Paradise, Jim; Wynne, J. Judson

    2010-01-01

    IntroductionNASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers.PurposeThis paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs.ResultsSince its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

  4. Designing health care risk management on-line:meeting regulators' concerns for fixed-hour curriculum.

    PubMed

    Hyer, Kathryn; Taylor, Heidi H; Nanni, Kennith

    2004-01-01

    This paper describes the experience of creating a continuing professional education on-line risk management program that is designed to meet Florida's educational requirements for licensure as a risk manager in health-care settings and details the challenges faced when the in-class didactic program of 15 eight-hour sessions is reformatted as an on-line program. Structuring instructor/learner interactivity remains a challenge, especially if the program allows learner control and is a key feature in marketing the program. The article presents the dilemmas for state regulators as they work to determine if the on-line program meets legislative intent and statutory requirements because the learning platform does not have a clock function that accumulates time for each learner. While some details reflect the uniqueness of the 120-hour educational requirements for risk managers in Florida, the experience of the authors provides insight into the development of continuing professional education distance learning programs that are multidisciplinary and move primarily from a time-based format into a curriculum that uses time as only one dimension of the evaluation of learning.

  5. OVERVIEW OF THE WORLD-OF-WORK TRAINING PROGRAM AND AN EXPLANATION OF THE CADET TRAINING PROGRAM.

    ERIC Educational Resources Information Center

    FANTINI, MARIO D.

    TO CURTAIL THE NUMBER OF SCHOOL DROPOUTS THE PROGRAM HAS BEEN DEVELOPED TO PROVIDE FOR STUDENT NEEDS FROM THE PRESCHOOL LEVEL THROUGH HIGH SCHOOL. IN THE PRESCHOOL PROGRAM, THE CURRICULUM IS STRUCTURED TO PROVIDE INCREASED EDUCATIONAL MOTIVATION AND LANGUAGE DEVELOPMENT DEPENDING UPON THE SPECIFIC NEEDS OF THE CHILD. IN THE ELEMENTARY PROGRAM,…

  6. Program director and chief resident perspectives on the educational environment of US radiation oncology programs.

    PubMed

    Berriochoa, Camille; Weller, Michael; Berry, Danielle; Reddy, Chandana A; Koyfman, Shlomo; Tendulkar, Rahul

    Our goals were toexamine the educational approachesused at radiation oncology residency programs nationwide andto evaluate program director(PD) and chief resident (CR) perceptions of their educational environment. We distributed a survey regarding curricular structure via email toall identified US radiation oncology residency PDs and CRs. Pearson χ 2 test was used toevaluate whether differences existed between answers provided by the 2 study populations. The survey was disseminated to 200 individuals in 85 US residency programs: 49/85PDs(58%)and 74/115 (64%)CRs responded. More than one-half of PDs and CRs report that attending physicians discussed management, reviewed contours, and conducted mock oral board examinations with the residents. At nearly 50% of programs, the majority of teaching conferences use a lecture-based approach, whereas only 20% reported predominant utilization of the Socratic method. However, both PDs (63%) and CRs (49%) reported that Socratic teaching is more effective than didactic lectures (16% and 20%, respectively), with the remainder responding that they are equally effective. Teaching sessions were reported to be resident-led ≥75% of the time by 50% of CRs versus 18% of PDs (P = .002). Significantly more CRs than PDs felt that faculty-led teaching conferences were more effective than resident-led conferences (62% vs 26%, respectively; P < .001). There was a difference in perception regarding the protection of educational time, with 85% of PDs versus 59% of CRs reporting this time as being "never" or "infrequently" compromised by clinical duties (P = .005). There is considerable variability between PDs and CRs in the perceived structure and effectiveness of resident education in US radiation oncology residency programs. These data suggest opportunity for improvement in radiation oncology residency training, such as encouraging more faculty-led, Socratic-based teaching conferences. Increased communication between PDs and CRs can better align perceptions with educational goals. Copyright © 2016 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

  7. The use of social networking to improve the quality of interprofessional education.

    PubMed

    Pittenger, Amy L

    2013-10-14

    To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education. Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure. Students in all groups interacted via an online social networking platform for a minimum of 15 weeks and met in person once at the end of the 15-week experience for a focus group session. The students were tasked with developing a collaborative recommendation for using social networking in interprofessional education programs. Most of the students who reported in a post-experience survey that their expectations were not met were in the minimally structured group. Almost all students in the facilitated and highly structured groups indicated that this experience positively impacted their knowledge of other health professions. Most students stated that interacting within a social networking space for 15 weeks with other members of the university's health professions programs was a positive and effective interprofessional education experience. Social networking is feasible and can be used effectively within an overall strategy for interprofessional education, but design and placement within a core content course is critical to success.

  8. The Use of Social Networking to Improve the Quality of Interprofessional Education

    PubMed Central

    2013-01-01

    Objective. To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education. Design. Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure. Students in all groups interacted via an online social networking platform for a minimum of 15 weeks and met in person once at the end of the 15-week experience for a focus group session. The students were tasked with developing a collaborative recommendation for using social networking in interprofessional education programs. Assessment. Most of the students who reported in a post-experience survey that their expectations were not met were in the minimally structured group. Almost all students in the facilitated and highly structured groups indicated that this experience positively impacted their knowledge of other health professions. Most students stated that interacting within a social networking space for 15 weeks with other members of the university’s health professions programs was a positive and effective interprofessional education experience. Conclusion. Social networking is feasible and can be used effectively within an overall strategy for interprofessional education, but design and placement within a core content course is critical to success. PMID:24159215

  9. Structure and characteristics of family medicine maternity care fellowships.

    PubMed

    Peterson, Lars E; Blackburn, Brenna; Phillips, Robert L; Puffer, James C

    2014-05-01

    Fewer family physicians are providing maternity care. Maternity Care Fellowships (MCFs) provide training in advanced obstetrical skills, including cesarean sections. These programs lack official recognition and certification. MCF graduates have been studied, but there are no studies of the fellowships. The objective of this study was to assess the structure and organization of family medicine MCFs. We identified MCFs from the American Academy of Family Physicians website. Twenty-nine unique and active programs were included in the final sample. We surveyed programs via an anonymous internet methodology. The survey asked about program structure, organization, and educational aspects of the program. A total of 18 programs responded, for a 62% response rate. Eighty-eight percent of MCFs were 1 year in length, and the mean number of fellows per year was 1.9. All but one program were associated with a residency training program, and 55.6% were based in community hospitals. All but two programs had a standardized curriculum. Eighty-eight percent of MCFs had obstetricians involved in teaching or clinical supervision. Mean estimated number of deliveries performed by fellows were 80 vaginal and 108 caesarian. Graduates of MCFs were largely able to obtain caesarian privileges after graduation, and many were working in rural and/or underserved areas. Many MCF directors favored formal accreditation and a standardized curriculum across programs. Despite lack of formal accreditation, MCFs have academic affiliations and internally standardized curricula. MCFs provide an obstetric workforce for rural and underserved areas, and formal accreditation may ensure program survival and boost educational standards.

  10. Leadership's Role in Support of Online Academic Programs: Implementing an Administrative Support Matrix

    PubMed Central

    Barefield, Amanda C.; Meyer, John D.

    2013-01-01

    The proliferation of online education programs creates a myriad of challenges for those charged with implementation and delivery of these programs. Although creating and sustaining quality education is a shared responsibility of faculty, staff, and academic leaders, this article focuses on the pivotal role of leadership in securing the necessary resources, developing the organizational structures, and influencing organizational culture. The vital foundation for a successful outcome when implementing online education programs is the role of leadership in providing adequate and appropriate support. Abundant literature extols the roles of leadership in project management; however, there is a dearth of models or systematic methods for leaders to follow regarding how to implement and sustain online programs. Research conducted by the authors culminated in the development of an Administrative Support Matrix, thus addressing the current gap in the literature. PMID:23346030

  11. Postgraduate Education for Nurses: The Middlesex Model.

    ERIC Educational Resources Information Center

    Caldwell, Kay

    2001-01-01

    A British university's curriculum model for master's and postgraduate diploma nursing education is characterized by structured collaboration among students, clinical mentors, and academic supervisors. A professional development portfolio individualizes the program and facilitates autonomous learning. (Contains 21 references.) (SK)

  12. Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?

    ERIC Educational Resources Information Center

    Weitman, Catheryn J.; Colbert, Ronald P.

    This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…

  13. Mathemagenic Activities Program: [Reports on Cognitive/Language Development].

    ERIC Educational Resources Information Center

    Smock, Charles D., Ed.

    This set of 13 research reports, bulletins and papers is a product of the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia Follow Through Program. Based on Piagetian theory, the MAP provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge…

  14. One Hospital's Successful 20-Year Experience with Physician Assistants in Graduate Medical Education.

    ERIC Educational Resources Information Center

    Russell, John C.; Kaplowe, Joseph; Heinrich, Jeffrey

    1999-01-01

    Describes a New Britain General Hospital (Connecticut) program that uses mid-level practitioners, including physician assistants (PAs), to augment diminished staffs of residents in surgical residencies. Topics discussed include program structure, efforts to reduce the potential for PA/resident conflict, protection of residency program integrity,…

  15. Organizing graduate medical education programs into communities of practice.

    PubMed

    Bing-You, Robert G; Varaklis, Kalli

    2016-01-01

    Background A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME) to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four 'Communities of Practice' (CoOPs) based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. Methods This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI). Eleven members of the newly formed CoOPs participated in the study. Results Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The 'preferred culture' was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Conclusion Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.

  16. Organizing graduate medical education programs into communities of practice.

    PubMed

    Bing-You, Robert G; Varaklis, Kalli

    2016-01-01

    A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME) to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four 'Communities of Practice' (CoOPs) based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI). Eleven members of the newly formed CoOPs participated in the study. Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The 'preferred culture' was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.

  17. Do You Really Want to Know? Elementary Music Programs and Potential in Utah

    ERIC Educational Resources Information Center

    Walker, Loretta Niebur

    2015-01-01

    This is the first of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on how elementary music programs are structured (regular instruction with a music specialist, truncated programs, delegated programs, no formal music instruction, no music…

  18. Program of Research and Education in Aerospace Structures

    NASA Technical Reports Server (NTRS)

    Whitesides, John L.; Johansen, Laurie W.

    2005-01-01

    Since its inception in January 2003, the program has provided support for 1 research professor and a total of 10 Graduate Research Scholar Assistants of these all 10 have completed their MS degree program. The program has generated 10 MS thesis. Final report lists papers presented in seminars for the period January 1, 2003 through June 30, 2005.

  19. Structured Cognitive Approach for Educating Young Children: Report of a Successful Program.

    ERIC Educational Resources Information Center

    Karnes, Merle B.

    This paper presents an overview of the Karnes Ameliorative Curriculum (KAC). The program studies the problems of the preschool handicapped and low-income child and develops and tests approaches and curricula for meeting the needs of these children. Sixteen assumptions underlying the program form the basis of program goals. The goals include a)…

  20. A Qualitative Study of the Curricula for the Doctor of Education (EdD) Degree in Higher Education Programs

    ERIC Educational Resources Information Center

    Holland, Rebecca C.

    2017-01-01

    Using the Carnegie Project for the Education Doctorate (CPED) as a model curricular framework, this study sought to determine the structures and functions of well-run and respected non-CPED participating higher education administration EdD curricula. The qualitative approach was used during two iterations of focus groups to learn the professional…

  1. Adult Learning Services: A Status Report on Programs of the [New York] State Education Department.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Adult Learning Services Committee.

    This paper describes the development of an array of adult services within New York State's educational structure. The first of seven sections reviews the roles of Melvin Dewey, the 1938 Regents Inquiry, and Proficiency Exams/Regents Degrees in the evolution of state education policy. In section 2, three studies (1972 Postsecondary Education Study,…

  2. Exploration of Experiences and Perceptions of Three Botswana Basic Education Stakeholders on Employment and Unemployment of Graduates of Basic Education

    ERIC Educational Resources Information Center

    Tidimane, Christopher

    2012-01-01

    This study used a phenomenological approach to explore the lived experiences of three groups of stakeholders of the Botswana basic education program related to the employment and unemployment of graduates of basic education. Semi-structured interviews were conducted with 21 participants from three groups of stakeholders, graduates of basic…

  3. NASA-UVA light aerospace alloy and structures technology program

    NASA Technical Reports Server (NTRS)

    Gangloff, Richard P.; Haviland, John K.; Herakovich, Carl T.; Pilkey, Walter D.; Pindera, Marek-Jerzy; Stoner, Glenn E.; Swanson, Robert E.; Thornton, Earl A.; Wawner, Franklin E., Jr.; Wert, John A.

    1990-01-01

    The objective of the Light Aerospace Alloy and Structures Technology Program is to conduct interdisciplinary graduate student research on the performance of next generation, light weight aerospace alloys, composites, and associated thermal gradient structures. Individual technical objectives are established for each project. Efforts aim to produce basic understanding of material behavior, monolithic and composite alloys, processing methods, solid and mechanics analyses, measurement advances, and a pool of educated graduate students. Progress is reported for 11 areas of study.

  4. A Structured Educational Curriculum Including Online Training Positively Impacts American Board of Surgery In-Training Examination Scores.

    PubMed

    Kelly, Dympna M; London, Daniel A; Siperstein, Allan; Fung, John J; Walsh, Matthew R

    2015-01-01

    To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. This was a retrospective cohort study. The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  5. Development of global health education at Johns Hopkins University School of Medicine: a student-driven initiative.

    PubMed

    Moran, Dane; Edwardson, Jill; Cuneo, Charles Nicholas; Tackett, Sean; Aluri, James; Kironji, Antony; Cox, Jacob; Carroll, Bryn; Lie, Erina; Fofana, Mariam; Bollinger, Robert C; Ziegelstein, Roy C; Chen, Chi C G

    2015-01-01

    Global health is increasingly present in the formal educational curricula of medical schools across North America. In 2008, students at Johns Hopkins University School of Medicine (JHUSOM) perceived a lack of structured global health education in the existing curriculum and began working with the administration to enhance global health learning opportunities, particularly in resource-poor settings. Key events in the development of global health education have included the introduction of a global health intersession mandatory for all first-year students; required pre-departure ethics training for students before all international electives; and the development of a clinical global health elective (Global Health Leadership Program, GHLP). The main challenges to improving global health education for medical students have included securing funding, obtaining institutional support, and developing an interprofessional program that benefits from the resources of the Schools of Medicine, Public Health, and Nursing. Strategies used included objectively demonstrating the need for and barriers to more structured global health experiences; obtaining guidance and modifying existing resources from other institutions and relevant educational websites; and harnessing institution-specific strengths including the large Johns Hopkins global research footprint and existing interprofessional collaborations across the three schools. The Johns Hopkins experience demonstrates that with a supportive administration, students can play an important and effective role in improving global health educational opportunities. The strategies we used may be informative for other students and educators looking to implement global health programs at their own institutions.

  6. Mental health consumer participation in education: a structured literature review.

    PubMed

    Arblaster, Karen; Mackenzie, Lynette; Willis, Karen

    2015-10-01

    Consumer participation in design, delivery and evaluation of occupational therapy educational programs is a recently introduced requirement for accreditation. It aligns with the principle of recovery, which underpins Australian mental health policy. Graduates' capabilities for recovery-oriented practice are thought to be enhanced through learning from consumers' lived experience. This structured literature review evaluates the current evidence for mental health consumer participation in health professional education to inform occupational therapy educators. Searches were completed in five online databases, one journal and published reading lists on the topic. Studies were included if they addressed mental health consumer participation in health professional education programs, were published in peer reviewed journals between 2000 and 2014 and were in English. Articles were critically reviewed, and analysed for key findings related to stages of the educational process and recovery-oriented practice capabilities. An emerging body of evidence for consumer participation in mental health education was identified. Studies are characterised by a lack of quality and a low to medium level of evidence. Findings relate to design, planning, delivery and evaluation of education as well as to most aspects of recovery-oriented practice. Emphases on exploratory research and proximal outcomes, and a reliance on published outcome measurement instruments designed for other purposes are key limitations in this body of evidence. This study identifies a weak evidence base for the requirement for consumer participation in occupational therapy programs, specifically related to mental health curricula. A research agenda is proposed in response. © 2015 Occupational Therapy Australia.

  7. Higher Education in Texas: Student Aid and Governance. Working Paper.

    ERIC Educational Resources Information Center

    Tolo, Kenneth W.

    Current issues facing higher education in Texas are examined with an emphasis on student financial aid programs and governance. The formal organizational structure and the responsibilities of the major governmental units are described, and the role played by state government in higher education through its tuition policies and its student aid…

  8. Coral Reef Education and Australian High School Students

    ERIC Educational Resources Information Center

    Stepath, Carl M.

    2004-01-01

    Educational programs that focus on humans and their relationship to coral reefs are becoming necessary, as reef structures along the Queensland coast come under mounting ecological pressure. This paper reports on a PhD research project which investigated marine education and learning with high school students in coral reef environments along the…

  9. Highlights from the First World Congress of Education International.

    ERIC Educational Resources Information Center

    Education International, Brussels (Belgium).

    The papers in this volume reflect the general theme of the congress, "Educators United, Ready for Change." A theme that emerged during the conference concerned the need to fight structural adjustment programs, imposed by the World Bank or the International Monetary Fund, which were destroying the educational and social infrastructure of…

  10. Restructuring the Public School Curriculum To Include Parenting Education Classes.

    ERIC Educational Resources Information Center

    Tyree, Carolyn L.; And Others

    Although the current educational climate stresses a back-to-basics approach, there is nonetheless overwhelming evidence of a need for an appropriately structured parenting education program in the public school curriculum. Reasons for this need include the large number of teenage pregnancies and abortions. These lead teens to miss high school…

  11. A Worry-Free Retirement in Korea: Effectiveness of Retirement Coaching Education

    ERIC Educational Resources Information Center

    Cho, Hyejin; Suh, Wookyung; Lee, Jiyoung; Jang, Younju; Kim, Minjung

    2016-01-01

    This study investigated a retirement coaching educational program using the mixed method research design. A structured survey was distributed to 48 financial planners who had undergone 50-hour retirement education including retirement coaching. The coaching was conducted in two sessions in 2015. Results revealed that first, the retirement coaching…

  12. Pensacola Junior College Educational Support Development Plan for the Aging and Aged.

    ERIC Educational Resources Information Center

    Tamburello, G. B.

    This report recommends three general categories of involvement in the development of educational programs for the aging and aged at Pensacola Junior College (Florida). (1) Pre-retirement Education: courses should include the psychology of aging, family structures, estate planning, federal laws that affect the elderly, employment opportunities, and…

  13. Cost of Special Education Programs in California.

    ERIC Educational Resources Information Center

    Keefe, R. F.; And Others

    The document reports a study for the California State Department of Education to provide clarification of existing studies and reports on the cost of special education in California. Chapter 1 covers the background of the study, purpose and plan, study design (which included review of existing cost reports and studies and structured interviews…

  14. Determination of Critical Achievement Factors in Distance Education by Using Structural Equality Model: A Case Study of E-MBA Program Held in Sakarya University

    ERIC Educational Resources Information Center

    Evirgen, Hayrettin; Cengel, Metin

    2012-01-01

    Nowadays, distance learning education has started to become familiar in behalf of classical face to face education (F2F) model. Web based learning is a major part of distance education systems. Web based distance learning can be defined shortly as an education type which doesn't force students and educators being into the same mediums. This…

  15. Catalog of Computer Programs Used in Undergraduate Geological Education. Second Edition. Installment 4.

    ERIC Educational Resources Information Center

    Burger, H. Robert

    1984-01-01

    Describes 70 computer programs related to (1) structural geology; (2) sedimentology and stratigraphy; and (3) the environment, groundwater, glacial geology, and oceanography. Potential use(s), language, required hardware, and sources are included. (JM)

  16. Role of Adult Asthma Education in Improving Asthma Control and Reducing Emergency Room Utilization and Hospital Admissions in an Inner City Hospital

    PubMed Central

    Mishra, Rashmi; Venkatram, Sindhaghatta; George, Teresa; Luo, Kristina; Diaz-Fuentes, Gilda

    2017-01-01

    Objective. Asthma education programs have been shown to decrease healthcare utilization and improve disease control and management. The purpose of our study was to evaluate the impact of an outpatient adult asthma education program in an inner city hospital caring for patients with low socioeconomic and educational status. Methods. An asthma education program was implemented in September 2014. Patients who received education from September 2014 to July 2015 were evaluated. Outcomes were compared for the same group of patients before and after education. Primary outcomes were emergency room (ER) visits and hospital admissions. Secondary outcomes were change in Asthma Control Test (ACT) score and number of pulmonary clinic visits. Results. Asthma education significantly decreased number of patients requiring ER visits and hospital admissions (p = 0.0005 and p = 0.0015, resp.). Asthma control as per ACT score ≥ 20 improved with education (p = 0.0001) with an increase in clinic visits (p = 0.0185). Conclusions. Our study suggests that implementation of a structured asthma education program in an inner city community hospital has a positive impact on reduction of ER visits and hospital admissions with improvement in asthma control. Institutional Review Board Clinical Study registration number is 01081507. PMID:28546781

  17. Continuous glucose monitoring technology for personal use: an educational program that educates and supports the patient.

    PubMed

    Evert, Alison; Trence, Dace; Catton, Sarah; Huynh, Peter

    2009-01-01

    The purpose of this article is to describe the development and implementation of an educational program for the initiation of real-time continuous glucose monitoring (CGM) technology for personal use, not 3-day CGMS diagnostic studies. The education program was designed to meet the needs of patients managing their diabetes with either diabetes medications or insulin pump therapy in an outpatient diabetes education center using a team-based approach. Observational research, complemented by literature review, was used to develop an educational program model and teaching strategies. Diabetes educators, endocrinologists, CGM manufacturer clinical specialists, and patients with diabetes were also interviewed for their clinical observations and experience. The program follows a progressive educational model. First, patients learn in-depth about real-time CGM technology by attending a group presensor class that provides detailed information about CGM. This presensor class facilitates self-selection among patients concerning their readiness to use real-time CGM. If the patient decides to proceed with real-time CGM use, CGM initiation is scheduled, using a clinic-centered protocol for both start-up and follow-up. Successful use of real-time CGM involves more than just patient enthusiasm or interest in a new technology. Channeling patient interest into a structured educational setting that includes the benefits and limitations of real-time CGM helps to manage patient expectations.

  18. Evaluation of a Digital Game-Based Learning Program for Enhancing Youth Mental Health: A Structural Equation Modeling of the Program Effectiveness.

    PubMed

    Huen, Jenny My; Lai, Eliza Sy; Shum, Angie Ky; So, Sam Wk; Chan, Melissa Ky; Wong, Paul Wc; Law, Y W; Yip, Paul Sf

    2016-10-07

    Digital game-based learning (DGBL) makes use of the entertaining power of digital games for educational purposes. Effectiveness assessment of DGBL programs has been underexplored and no attempt has been made to simultaneously model both important components of DGBL: learning attainment (ie, educational purposes of DGBL) and engagement of users (ie, entertaining power of DGBL) in evaluating program effectiveness. This study aimed to describe and evaluate an Internet-based DGBL program, Professor Gooley and the Flame of Mind, which promotes mental health to adolescents in a positive youth development approach. In particular, we investigated whether user engagement in the DGBL program could enhance their attainment on each of the learning constructs per DGBL module and subsequently enhance their mental health as measured by psychological well-being. Users were assessed on their attainment on each learning construct, psychological well-being, and engagement in each of the modules. One structural equation model was constructed for each DGBL module to model the effect of users' engagement and attainment on the learning construct on their psychological well-being. Of the 498 secondary school students that registered and participated from the first module of the DGBL program, 192 completed all 8 modules of the program. Results from structural equation modeling suggested that a higher extent of engagement in the program activities facilitated users' attainment on the learning constructs on most of the modules and in turn enhanced their psychological well-being after controlling for users' initial psychological well-being and initial attainment on the constructs. This study provided evidence that Internet intervention for mental health, implemented with the technologies and digital innovations of DGBL, could enhance youth mental health. Structural equation modeling is a promising approach in evaluating the effectiveness of DGBL programs.

  19. Sexual education, gender ideology, and youth sexual empowerment.

    PubMed

    Grose, Rose Grace; Grabe, Shelly; Kohfeldt, Danielle

    2014-01-01

    Sexual education plays an essential role in preventing unplanned pregnancy and the transmission of sexually transmitted infections (STIs). School-based sexual education programs, in particular, may be well positioned to address social factors that are empirically linked to negative sexual health outcomes, such as traditional social norms surrounding gender and sexuality. However, youth are seldom granted access to sexual education programs that explicitly address these issues. This study presents findings from a pretest-posttest survey of a sexual education program that did. It was designed for eighth graders (N=95) in the context of a school-community collaboration. The study assessed the links between several components of sexual empowerment, including gender ideology, sexual knowledge, and contraceptive beliefs. Findings link participation in the sexual education program to more progressive attitudes toward girls and women, less agreement with hegemonic masculinity ideology, and increases in sexual health and resource knowledge. Structural equation models suggest that traditional attitudes toward women were significantly related to hegemonic masculinity ideology among both boys and girls, which was in turn negatively related to safer contraceptive beliefs.

  20. Integrating Collaborative Learning and Competition in a Hematology/Oncology Training Program.

    PubMed

    Makhoul, Issam; Motwani, Pooja; Schafer, Liudmila; Arnaoutakis, Konstantinos; Mahmoud, Fade; Safar, Mazin; Graves, Dorothy; Mehta, Paulette; Govindarajan, Rang; Hutchins, Laura; Thrush, Carol

    2018-02-01

    New educational methods and structures to improve medical education are needed to face the challenge of an exponential increase and complexity of medical knowledge. Collaborative learning has been increasingly used in education, but its use in medical training programs is in its infancy, and its impact is still unknown; the role of competition in education is more controversial. We introduced these pedagogical methods to the hematology/oncology fellowship program at the University of Arkansas for Medical Sciences to improve attendance and performance at didactic activities and different educational outcomes. One year after the adoption of these methods, the fellowship program has reached many of the expected goals from this intervention without the negative consequences of competition observed in younger learners. The most important conclusion of this project is that collaboration and cross-generational team work provide a healthy and effective learning environment and competition may not add further benefit. Analysis, interpretation, and discussion of our experience are provided. This study was approved by the University of Arkansas for Medical Sciences IRB as a low risk educational intervention not requiring a consent form.

  1. Novice clinical nurse educator's experience of a self-directed learning, education and mentoring program: a qualitative study.

    PubMed

    Sheppard-Law, Suzanne; Curtis, Sharon; Bancroft, Jodie; Smith, Wendy; Fernandez, Ritin

    2018-06-05

    Transition from a registered nurse to a clinical nurse educator (CNE) poses several challenges. Providing professional development opportunities to ease the transition from a registered nurse to a CNE is considered critical to a successful career and to effectively teach. A self-directed educational program and mentoring (SEM) program was designed and implemented to support nurse's transition from a novice to a confident CNE. The aim of this study was to explore novice CNE's experience of learning and being mentored. Qualitative methodology was undertaken to conduct focus groups. All CNEs who completed the SEM program were invited to participate in the study. Willing participants provided informed consent to complete an in-depth semi-structured focus group and to record the focus group interview. Focus groups were facilitated by an independent researcher. A second researcher attended the focus groups to collect detailed notes. Data were transcribed verbatim and participants were de-identified. Simple thematic analyses were undertaken. A total of 11 (58%) CNEs participated in the focus groups. Overall participants described their experience of the SEM program as positive. Three themes were identified: (1) perceived transformation of CNE practice, (2) beneficial relationships and (3) feeling connected. Mentoring relationships for some participants have continued beyond the self-directed learning, education and mentoring program. Barriers to the mentoring program included a theme of lack of time, role ambiguity and insufficient face to face education. Study findings highlight the benefits of providing professional development opportunities and mentoring programs for novice CNEs. Programs, such as the SEM enable transformation of a novice educator's practice, and the consolidation of new knowledge, skills and confidence to effectively educate less experienced nurses.

  2. Evaluation of a standardized patient education program for inpatient asthma rehabilitation: Impact on patient-reported health outcomes up to one year.

    PubMed

    Bäuerle, Kathrin; Feicke, Janine; Scherer, Wolfgang; Spörhase, Ulrike; Bitzer, Eva-Maria

    2017-05-01

    To modify and evaluate a patient education program for adult asthma patients in consideration of quality criteria for teaching. This was a prospective single-center controlled trial in an inpatient rehabilitation center. The control group (n=215) received the usual lecture-based education program, and the intervention group (n=209) the modified patient education program. Data were assessed at admission, discharge, 6 and 12 months post discharge. The primary outcome was asthma control, the secondary outcomes were asthma knowledge, quality of life, and program acceptance. Analysis of change was performed by ANCOVA for each follow-up, adjusting for baseline values. Statistically significant increases in all health outcomes and in asthma control were maintained in both groups at 12 months: CG: +1.9 (95%-CI 1.3-2.6) IG: +1.6 (95%-CI 0.8-2.3). We observed no significant differences between the programs for asthma control and quality of life. Regarding practical asthma knowledge, after 12 months, a group*time interaction emerged with a small effect size (P=0.06, η2=0.01). The modified program was not superior to traditional patient education concerning asthma control. It permanently increased self-management knowledge. Structured and behavioral patient education fosters patient's disease management ability. Possible ways of improving asthma control need to be explored. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  3. Advanced interdisciplinary undergraduate program: light engineering

    NASA Astrophysics Data System (ADS)

    Bakholdin, Alexey; Bougrov, Vladislav; Voznesenskaya, Anna; Ezhova, Kseniia

    2016-09-01

    The undergraduate educational program "Light Engineering" of an advanced level of studies is focused on development of scientific learning outcomes and training of professionals, whose activities are in the interdisciplinary fields of Optical engineering and Technical physics. The program gives practical experience in transmission, reception, storage, processing and displaying information using opto-electronic devices, automation of optical systems design, computer image modeling, automated quality control and characterization of optical devices. The program is implemented in accordance with Educational standards of the ITMO University. The specific features of the Program is practice- and problem-based learning implemented by engaging students to perform research and projects, internships at the enterprises and in leading Russian and international research educational centers. The modular structure of the Program and a significant proportion of variable disciplines provide the concept of individual learning for each student. Learning outcomes of the program's graduates include theoretical knowledge and skills in natural science and core professional disciplines, deep knowledge of modern computer technologies, research expertise, design skills, optical and optoelectronic systems and devices.

  4. Use of a structured template to facilitate practice-based learning and improvement projects.

    PubMed

    McClain, Elizabeth K; Babbott, Stewart F; Tsue, Terance T; Girod, Douglas A; Clements, Debora; Gilmer, Lisa; Persons, Diane; Unruh, Greg

    2012-06-01

    The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to meet and demonstrate outcomes across 6 competencies. Measuring residents' competency in practice-based learning and improvement (PBLI) is particularly challenging. We developed an educational tool to meet ACGME requirements for PBLI. The PBLI template helped programs document quality improvement (QI) projects and supported increased scholarly activity surrounding PBLI learning. We reviewed program requirements for 43 residency and fellowship programs and identified specific PBLI requirements for QI activities. We also examined ACGME Program Information Form responses on PBLI core competency questions surrounding QI projects for program sites visited in 2008-2009. Data were integrated by a multidisciplinary committee to develop a peer-protected PBLI template guiding programs through process, documentation, and evaluation of QI projects. All steps were reviewed and approved through our GME Committee structure. An electronic template, companion checklist, and evaluation form were developed using identified project characteristics to guide programs through the PBLI process and facilitate documentation and evaluation of the process. During a 24 month period, 27 programs have completed PBLI projects, and 15 have reviewed the template with their education committees, but have not initiated projects using the template. The development of the tool generated program leaders' support because the tool enhanced the ability to meet program-specific objectives. The peer-protected status of this document for confidentiality and from discovery has been beneficial for program usage. The document aggregates data on PBLI and QI initiatives, offers opportunities to increase scholarship in QI, and meets the ACGME goal of linking measures to outcomes important to meeting accreditation requirements at the program and institutional level.

  5. Use of a Structured Template to Facilitate Practice-Based Learning and Improvement Projects

    PubMed Central

    McClain, Elizabeth K.; Babbott, Stewart F.; Tsue, Terance T.; Girod, Douglas A.; Clements, Debora; Gilmer, Lisa; Persons, Diane; Unruh, Greg

    2012-01-01

    Background The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to meet and demonstrate outcomes across 6 competencies. Measuring residents' competency in practice-based learning and improvement (PBLI) is particularly challenging. Purpose We developed an educational tool to meet ACGME requirements for PBLI. The PBLI template helped programs document quality improvement (QI) projects and supported increased scholarly activity surrounding PBLI learning. Methods We reviewed program requirements for 43 residency and fellowship programs and identified specific PBLI requirements for QI activities. We also examined ACGME Program Information Form responses on PBLI core competency questions surrounding QI projects for program sites visited in 2008–2009. Data were integrated by a multidisciplinary committee to develop a peer-protected PBLI template guiding programs through process, documentation, and evaluation of QI projects. All steps were reviewed and approved through our GME Committee structure. Results An electronic template, companion checklist, and evaluation form were developed using identified project characteristics to guide programs through the PBLI process and facilitate documentation and evaluation of the process. During a 24 month period, 27 programs have completed PBLI projects, and 15 have reviewed the template with their education committees, but have not initiated projects using the template. Discussion The development of the tool generated program leaders' support because the tool enhanced the ability to meet program-specific objectives. The peer-protected status of this document for confidentiality and from discovery has been beneficial for program usage. The document aggregates data on PBLI and QI initiatives, offers opportunities to increase scholarship in QI, and meets the ACGME goal of linking measures to outcomes important to meeting accreditation requirements at the program and institutional level. PMID:23730444

  6. The Ridge 2000 Program: Promoting Earth Systems Science Literacy Through Science Education Partnerships

    NASA Astrophysics Data System (ADS)

    Simms, E.; Goehring, E.; Larsen, J.; Kusek, K.

    2007-12-01

    Sponsored by the National Science Foundation, Ridge 2000 (R2K) is a mid-ocean ridge and hydrothermal vent research program with a history of successful education and public outreach (EPO) programs and products. This presentation will share general science and education partnership strategies and best practices employed by the R2K program, with a particular emphasis on the innovative R2K project From Local to EXtreme Environments (FLEXE). As a new project of the international NSF and NASA sponsored GLOBE earth science education program, FLEXE involves middle and high school students in structured, guided analyses and comparisons of real environmental data. The science and education partnership model employed by FLEXE relies on experienced education coordinators within the R2K and international InterRidge and ChEss science research programs, who directly solicit and facilitate the involvement of an interdisciplinary community of scientists in the project based on their needs and interests. Concurrently, the model also relies on the GLOBE program to facilitate awareness and access to a large, established network of international educators who are interested in the process of science and interacting with the scientific community. The predominantly web-based interfaces that serve to effectively link together the FLEXE science and education communities have been developed by the Center for Science and the Schools at Penn State University, and are based on researched educational pedagogy, tools and techniques. The FLEXE partnership model will be discussed in the context of both broad and specific considerations of audience needs, scientist and educator recruitment, and the costs and benefits for those involved in the project.

  7. An exploratory study of an assessment tool derived from the competencies of the interprofessional education collaborative.

    PubMed

    Dow, Alan W; DiazGranados, Deborah; Mazmanian, Paul E; Retchin, Sheldon M

    2014-07-01

    Linking the outcomes from interprofessional education to improvements in patient care has been hampered by educational assessments that primarily measure the short-term benefits of specific curricular interventions. Competencies, recently published by the Interprofessional Education Collaborative (IPEC), elaborate overarching goals for interprofessional education by specifying desired outcomes for graduating health professions students. The competencies define a transition point between the prescribed and structured educational experience of a professional degree program and the more self-directed, patient-oriented learning associated with professional practice. Drawing on the IPEC competencies for validity, we created a 42-item questionnaire to assess outcomes related to collaborative practice at the degree program level. To establish the usability and psychometric properties of the questionnaire, it was administered to all the students on a health science campus at a large urban university in the mid-Atlantic of the United States. The student responses (n = 481) defined four components aligned in part with the four domains of the IPEC competencies. In addition, the results demonstrated differences in scores by domain that can be used to structure future curricula. These findings suggest a questionnaire based on the IPEC competencies might provide a measure to assess programmatic outcomes related to interprofessional education. We discuss directions for future research, such as a comparison of results within and between institutions, and how these results could provide valuable insights about the effect of different curricular approaches to interprofessional education and the success of various educational programs at preparing students for collaborative practice.

  8. AN EXPLORATORY STUDY OF AN ASSESSMENT TOOL DERIVED FROM THE COMPETENCIES OF THE INTERPROFESSIONAL EDUCATION COLLABORATIVE

    PubMed Central

    Dow, Alan W.; DiazGranados, Deborah; Mazmanian, Paul E.; Retchin, Sheldon M.

    2015-01-01

    Linking the outcomes from interprofessional education to improvements in patient care has been hampered by educational assessments that primarily measure the short-term benefits of specific curricular interventions. Competencies, recently published by the Interprofessional Education Collaborative (IPEC), elaborate overarching goals for interprofessional education by specifying desired outcomes for graduating health professions students. The competencies define a transition point between the prescribed and structured educational experience of a professional degree program and the more self-directed, patient-oriented learning associated with professional practice. Drawing on the IPEC competencies for validity, we created a 42-item questionnaire to assess outcomes related to collaborative practice at the degree program level. To establish the usability and psychometric properties of the questionnaire, it was administered to all the students on a health science campus at a large urban university in the mid-Atlantic of the United States. The student responses (n = 481) defined four components aligned in part with the four domains of the IPEC competencies. In addition, the results demonstrated differences in scores by domain that can be used to structure future curricula. These findings suggest a questionnaire based on the IPEC competencies might provide a measure to assess programmatic outcomes related to interprofessional education. We discuss directions for future research, such as a comparison of results within and between institutions, and how these results could provide valuable insights about the effect of different curricular approaches to interprofessional education and the success of various educational programs at preparing students for collaborative practice. PMID:24593327

  9. Social Work Education in a Hostile Environment: Programs Under Academic Attack

    ERIC Educational Resources Information Center

    Shimer, Eliot R.

    1977-01-01

    Administrative and structural positions of undergraduate social work programs are examined vis a vis other academic disciplines in liberal arts colleges. Causes of departmental dissention both indicating and contraindicating separation are discussed with emphasis on programs operating in a hostile atmosphere or in one that places them at a…

  10. Attending to Structural Programming Features Predicts Differences in Learning and Motivation

    ERIC Educational Resources Information Center

    Witherspoon, Eben B.; Schunn, Christian D.; Higashi, Ross M.; Shoop, Robin

    2018-01-01

    Educational robotics programs offer an engaging opportunity to potentially teach core computer science concepts and practices in K-12 classrooms. Here, we test the effects of units with different programming content within a virtual robotics context on both learning gains and motivational changes in middle school (6th-8th grade) robotics…

  11. A Model to Build Capacity through a Multi-Program Curriculum Review Process

    ERIC Educational Resources Information Center

    Dyjur, Patti; Lock, Jennifer

    2016-01-01

    Curriculum reviews are becoming more prevalent in higher educational institutions as a means to address quality assurance and improve program offerings. However, the review process can be structured so that instructors experience professional learning benefits as they work with program-level learning outcomes, map their courses, and analyze…

  12. National Children's Television, United States (1970-1990).

    ERIC Educational Resources Information Center

    Condry, John C.; Scheibe, Cynthia L.

    Trends in the content and structure of television programs and commercials during children's viewing hours on U.S. network television over the past 20 years reveal a steady decrease in educational programs for children and an increase in violent acts. In addition, characters in both programs and commercials have remained remarkably sex-typed. A…

  13. Comparing Universal and Targeted Pre-Kindergarten Programs. Research Brief

    ERIC Educational Resources Information Center

    Dotterer, Aryn M.; Burchinal, Margaret; Bryant, Donna; Early, Diane; Pianta, Robert C.

    2012-01-01

    This study compared universal (available to all children) and targeted (offered only to children with specific risk factors) Pre-Kindergarten programs. Results showed that two aspects of structural quality (e.g., hours per day and teacher education) were higher in universal programs, but process quality (e.g., child interactions and feedback) was…

  14. Design Your Own Home. Courseware Evaluation for Vocational and Technical Education.

    ERIC Educational Resources Information Center

    Turner, Gordon; And Others

    This courseware evaluation rates the Design Your Own Home program developed by Avant-Garde Publishing Company. (The program--not contained in this document--uses standard architectural scales and 126 shapes to allow creation of structural floorplans and sideviews.) Part A describes the program in terms of subject area and hardware requirements…

  15. Learning Alone, Together: Closed-Cohort Structure in an Online Journalism and Mass Communication Graduate Program

    ERIC Educational Resources Information Center

    Blankenship, Justin C.; Gibson, Rhonda

    2016-01-01

    In a closed-cohort educational program design, students enter a program together, take the same courses together, and, ideally, graduate together. In an effort to increase interaction and communication among students, it has been utilized more and more for online graduate programs. This article surveyed students in one of the few closed-cohort…

  16. Behavior Principles Structural Model of a Follow Through Program, Dayton, Ohio: Model Programs. Childhood Education.

    ERIC Educational Resources Information Center

    American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

    Prepared for a White House Conference on Children (December 1970), this report describes a program in which first- through third-graders in three schools in Dayton, Ohio, participate in a model of a Follow Through program sponsored by Siegfried Engelmann and Wesley Becker of the University of Oregon at Eugene. All teachers chose to participate,…

  17. Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs

    ERIC Educational Resources Information Center

    Guise, Megan

    2013-01-01

    Although there is some agreement in the field of education as to what constitutes a mentor and the roles and responsibilities of a mentor, mentoring programs vary drastically across states and across schools with respect to the amount of structure and the resources available to implement these programs. Too often, mentoring programs take on a…

  18. Problems, Perplexities, and Politics of Program Evaluation.

    ERIC Educational Resources Information Center

    Schneider, Gail Thierbach

    All educational evaluations share common problems, perplexities, and political considerations. Logistic problems include incomplete definition of purpose, unclear timelines and personnel allocations, inadequate support services, and the lack of a program plan. Interpersonal dynamics and conflicts plus unwieldy committee structures are perplexities…

  19. Evaluation of ethics education in obstetrics and gynecology residency programs.

    PubMed

    Byrne, John; Straub, Heather; DiGiovanni, Laura; Chor, Julie

    2015-03-01

    The objective of the study was to assess the current status of ethics education in obstetrics-gynecology residency programs. A cross-sectional, web-based survey was designed in conjunction with a professional survey laboratory at the University of Chicago. The survey was piloted with a convenience sample of clinical medical ethics fellows to assess question content and clarity. The survey was deployed by e-mail to all obstetrics-gynecology residency program directors. Descriptive statistics were used to analyze participant responses. The University of Chicago's Institutional Review Board deemed this study exempt from institutional review board formal review. Of 242 eligible obstetrics-gynecology residency program directors, 118 (49%) completed the survey. Most respondents were from university-based programs (n = 78, 66%) that were not religiously affiliated (n = 98, 83%) and trained 4-6 residents per postgraduate year (n = 64, 70%). Although 50% of program directors (n = 60) reported having ethics as part of their core curriculum, most programs teach ethics in an unstructured manner. Fifty-seven percent of respondents (n = 66) stated their program dedicated 5 or fewer hours per year to ethics. The majority of program directors (n = 80, 73%) responded they would like more to a lot more ethics education and believed that ethics education should be required (n = 93, 85%) for residents to complete their training. Respondents identified that crowding in the curriculum was a significant barrier to increased ethics training (n = 50, 45%) and two-thirds (n = 74, 67%) reported a lack of faculty expertise as a moderate barrier to providing ethics education in the residency curriculum. This study found that a lack of structured curricula, inadequate faculty expertise, and limited time were important barriers for ethics education in obstetrics-gynecology programs across the nation. Despite these existing challenges, program directors have a strong interest in increasing ethics education in residency training. Therefore, additional resources are needed to assist program directors in enhancing resident ethics education. Copyright © 2015 Elsevier Inc. All rights reserved.

  20. Wanted: Good Leaders for Urban Schools

    ERIC Educational Resources Information Center

    Durden, Phyllis C.

    2008-01-01

    Differences in values and socio-economics, issues of diversity and equity, and changing educational expectations and structures challenge leadership preparation programs, particularly those in urban environments. This article focuses on discerning major urban education issues, defining constructs of leadership for urban schools, and identifying a…

  1. Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs.

    PubMed

    Ingrassia, Pier Luigi; Foletti, Marco; Djalali, Ahmadreza; Scarone, Piercarlo; Ragazzoni, Luca; Corte, Francesco Della; Kaptan, Kubilay; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Heselmann, Deike; Hreckovski, Boris; Khorram-Manesh, Amir; Khorrram-Manesh, Amir; Komadina, Radko; Lechner, Kostanze; Patru, Cristina; Burkle, Frederick M; Fisher, Philipp

    2014-04-01

    Education and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailing preferences and characteristics of disaster management educational and training initiatives (ETIs) at a postgraduate level that currently exist in the EU countries. An Internet-based qualitative search was conducted in 2012 to identify and analyze the current training programs in disaster management. The course characteristics were evaluated for curriculum, teaching methods, modality of delivery, target groups, and funding. The literature search identified 140 ETIs, the majority (78%) located in United Kingdom, France, and Germany. Master level degrees were the primary certificates granted to graduates. Face-to-face education was the most common teaching method (84%). Approximately 80% of the training initiatives offered multi- and cross-disciplinary disaster management content. A competency-based approach to curriculum content was present in 61% of the programs. Emergency responders at the tactical level were the main target group. Almost all programs were self-funded. Although ETIs currently exist, they are not broadly available in all 27 EU countries. Also, the curricula do not cover all key elements of disaster management in a standardized and competency-based structure. This study has identified the need to develop a standardized competency-based educational and training program for all European countries that will ensure the practice and policies that meet both the standards of care and the broader expectations for professionalization of the disaster and crisis workforce.

  2. Scenarios for Dutch Teacher Education. A Trip to Rome: Coach Bus Company or Travel Agency?

    ERIC Educational Resources Information Center

    Snoek, Marco

    2003-01-01

    Stimulated by severe teacher shortages, teacher education in the Netherlands is changing toward competence-based, work- based-, and market-oriented programs. A Dutch scenario project was developed in which four scenarios for the future of teacher education emerged. These scenarios were structured by the freedom of schools to define the type of…

  3. Using Immersive Healthcare Simulation for Physiology Education: Initial Experience in High School, College, and Graduate School Curricula

    ERIC Educational Resources Information Center

    Oriol, Nancy E.; Hayden, Emily M.; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A.

    2011-01-01

    In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and…

  4. Business Education. Preparing Students for Employment in Business Occupations. Alabama Course of Study. Bulletin 1996, No. 16.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This guide, which is intended for classroom teachers, supervisors, and administrators in Alabama, contains the minimum required content (core program) for public school instruction in business education in grades 7-12. Presented first are the following: introduction examining the mission, purpose, goals, and structure of business education;…

  5. Alternative Compensation Terminology: Considerations for Education Stakeholders, Policymakers, and the Media. Emerging Issues. Report No. 2

    ERIC Educational Resources Information Center

    Rowland, Cortney; Potemski, Amy

    2009-01-01

    Schools, districts, and states across the nation are changing the way educators are paid. Through the Teacher Incentive Fund (TIF) and other publicly and independently funded programs, educators at every level are designing and implementing modified pay and reward structures for teachers and principals. Sometimes these initiatives are called…

  6. The Regional Interstate Projects in 1974-75: A Structural and Functional Description.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison.

    The United States Office of Education has funded under ESEA V, Section 505, a network of regional projects called the Interstate Projects for State Planning and Program Consolidation since January 1968. The participants in the projects include all 50 state education agencies and the departments of education in U.S. possessions and territories. The…

  7. 77 FR 30999 - Notice of Submission for OMB Review; Office of Planning, Evaluation and Policy Development; Case...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-24

    ... Institutions of Higher Education that have entered into consortium arrangements with states or school districts... structure of the education they provide to current and prospective teachers of English Learners; (2) the nature of changes they attempt to make to the full teacher education program at their institutions; (3...

  8. Tree Changes or Wholesale Changes: The Role of Adult Education in Transitions in Regional Life

    ERIC Educational Resources Information Center

    Townsend, Robert; Delves, Melinda

    2009-01-01

    Regional adult education and training providers have been required in recent decades to adapt to funding structures rather than engage with their local communities. This has meant providing education programs that are funded based on national or State and Territory based policy frameworks, often linked to human capital development. Adult education…

  9. How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?

    ERIC Educational Resources Information Center

    Custable, Wendy

    2013-01-01

    This research study examines how Illinois public high school Career and Technical Education educational leaders employ best practices in providing all students rigorous, relevant, and equitable learning experiences within a professional learning community structure. This study utilized a mixed method two-tier case study methodology. Tier one…

  10. Chemical Education in India: Addressing Current Challenges and Optimizing Opportunities

    ERIC Educational Resources Information Center

    Krishnan, Mangala Sunder; Brakaspathy, R.; Arunan, E.

    2016-01-01

    This article gives a brief introduction to the structure of higher education programs in chemical and general sciences in India. The lack of high-quality chemical education in India in the past is traced back to the economic and social developments of the past. Remedial measures undertaken recently to improve the overall quality of chemical…

  11. Selective Ethics and Integrity: Moral Development and Prison Education.

    ERIC Educational Resources Information Center

    Duguid, Stephen

    1986-01-01

    A case exists for there being a moral dimension to prison education and a case against moral education programs in prison. The argument is made that prisoners are one part of a large group of citizens who suffer from uneven development in the cognitive and moral realms due to biographical and structural factors. (Author/CT)

  12. Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: a pilot study.

    PubMed

    Asselin, Marilyn E; Fain, James A

    2013-01-01

    A mixed-method study was conducted to determine whether nurses' participation in a reflective practice continuing education program using a structured reflection model makes a difference in nurses' self-reflection, insight, and reflective thinking about clinical practice situations. Findings suggested that use of structured reflection using question cues, written narratives, and peer-facilitated reflection increased nurses' engagement in self-reflection and enhanced reflective thinking in practice. Including reflective practice education in novice orientation and preceptor training may be beneficial.

  13. Integration of parenting skills education and interventions in addiction treatment.

    PubMed

    Arria, Amelia M; Mericle, Amy A; Rallo, Deanna; Moe, Jerry; White, William L; Winters, Ken C; O'Connor, Garrett

    2013-01-01

    Children of parents with substance use disorders are at risk for various adverse outcomes, and maladaptive parenting behaviors seem to be an important mediator of this risk. Although numerous research studies have highlighted the promise of parenting interventions in modifying parenting behavior, very little is known about the integration of parenting skills education and interventions into addiction treatment programs. In this study, a convenience sample of 125 addiction treatment programs in the United States was drawn. A key staff member was interviewed to gather basic information about the extent and nature of parenting skills education and interventions offered at their program. In addition, respondents were asked to rate the importance of parenting skills relative to other addiction treatment priorities. Descriptive analyses revealed that 43% reported some form of parenting classes, but few used a structured curriculum. Given the known beneficial influence of effective parenting practices on reducing adverse childhood outcomes, it is surprising that relatively few substance abuse treatment programs have adopted structured parenting skills interventions as part of their standard service offerings. More research is warranted on the extent to which parenting skills interventions are integrated into the continuum of services available to parents with a substance use disorder.

  14. Advanced Concepts in Structuring and Utilizing Local Advisory Councils and Craft Committees.

    ERIC Educational Resources Information Center

    Carroll, Richard E.

    Adoption and implementation of advanced concepts in structuring and using a local advisory council and craft committees can result in significantly improved vocational education programs. The organizational structure of a vocational-technical school advisory council should be a vehicle that facilitates accomplishment of its prime function--to…

  15. Incentives for Excellence: Agendas and Arenas.

    ERIC Educational Resources Information Center

    Gress, James R., Ed.

    The articles in this monograph focus on issues identified during participation in the U.S. Department of Education 1984 Teacher Incentive Structures Program, and the 1986 Project to Design Teacher Incentive Structures. Emphasis was on designing or adapting incentive structures for possible use in the school, community, or university. The following…

  16. An Analysis of Organizational Approaches to Online Course Structures

    ERIC Educational Resources Information Center

    Lee, Cheng-Yuan; Dickerson, Jeremy; Winslow, Joe

    2012-01-01

    The structure of an online course, including the navigational interface, visual design of materials and information, as well as the communication tools to facilitate learning, can affect students, instructors, programs and educational organizations in various ways. This paper examines online course structural issues derived from previous research…

  17. Distance learning on the Internet: web-based archived curriculum.

    PubMed

    Burgess, Lawrence P A; Garshnek, Victoria; Birkmire-Peters, Deborah; Seifried, Steven E

    2004-10-01

    Web-based education through archived educational modules offers a significant opportunity to provide didactic education. By archiving lectures and teaching materials, it reduces the educators' time of preparation, especially when many students will need to take the same curriculum over a long period of time. The site can package educational material in multiple formats including audio, video, and readable text, allowing the student to tailor the educational experience to his/her learning preferences. This can be a stand-alone program, or integrated into a program combining distance and in-person education. Assessment through on-line tests can also be conducted, but these must be considered open-book assessments where collaboration cannot be prevented. As such, this vehicle can be utilized effectively for continuing education programs in health care, where open book is permitted and credits are generally awarded on the honor system. However, tests for certificate courses should only be given with a proctor in attendance. In this instance, on-line tests can be used as pre-tests for the student, while being structured to enhance further learning.

  18. Comparison of Canadian and Swiss Surgical Training Curricula: Moving on Toward Competency-Based Surgical Education.

    PubMed

    Hoffmann, Henry; Oertli, Daniel; Mechera, Robert; Dell-Kuster, Salome; Rosenthal, Rachel; Reznick, Richard; MacDonald, Hugh

    Quality of surgical training in the era of resident duty-hour restrictions (RDHR) is part of an ongoing debate. Most training elements are provided during surgical service. As exposure to surgical procedures is important but time-consuming, RDHR may affect quality of surgical training. Providing structured training elements may help to compensate for this shortcoming. This binational anonymous questionnaire-based study evaluates frequency, time, and structure of surgical training programs at 2 typical academic teaching hospitals with different RDHR. Departments of Surgery of University of Basel (Basel, Switzerland) and the Queen's University (Kingston, Ontario, Canada). Surgical consultants and residents of the Queen's University Hospital (Kingston, Ontario, Canada) and the University Hospital Basel (Basel, Switzerland) were eligible for this study. Questionnaire response rate was 37% (105/284). Queen's residents work 80 hours per week, receiving 7 hours of formal training (8.8% of workweek). Basel residents work 60 hours per week, including 1 hour of formal training (1.7% of working time). Queen's faculty and residents rated their program as "structured" or "rather structured" in contrast to Basel faculty and residents who rated their programs as "neutral" in structure or "unstructured." Respondents identified specific structured training elements more frequently at Queen's than in Basel. Two-thirds of residents responded that they seek out additional surgical experiences through voluntary extra work. Basel participants articulated a stronger need for improvement of current surgical training. Although Basel residents and consultants in both institutions fear negative influence of RDHR on the training program, this was not the case in Queen's residents. Providing more structured surgical training elements may be advantageous in providing optimal-quality surgical education in an era of work-hour restrictions. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  19. 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.

  20. 22 CFR 96.32 - Internal structure and oversight.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... official who is qualified by education, adoption service experience, and management credentials to ensure... has authority and responsibility for management and oversight of the staff and any supervised..., budget, and programs; provides leadership to secure the resources needed to support its programs...

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