An investigation of first grade elementary teacher candidates’ perceptions of their teaching profession competencies: A mixed method study

Although teaching profession has lost its prestige over the years, the recent studies demonstrate that teaching still ranks among the top of most respected of professions. Teacher candidates’ individual characteristics play a crucial role in choosing teachers and designing curriculum for educating teacher candidates. The present study is of vital importance to identify the perceptions of first grade teacher candidates enrolled in Faculty of Education towards teaching profession and whether they have teaching competencies needed or not. In this research, a mixed research, sequential explanatory mixed design was utilized in which both quantitative and qualitative data were analyzed together. The quantitative data were collected through using teaching competency scale for teacher candidates and afterwards quantitative data was statistically analyzed. It was thus attempted to draw a general picture of the research problem. According to the results obtained, an in-depth analysis of teacher candidates’ perceptions of teaching competencies was required. Employing quantitative data, purposive sampling was identified and semi-structured interviews were carried out with the participants in the purposive sampling. The unidimensional scale developed by [1] and adapted into Turkish by [2] was employed for data collection in the quantitative stage of the research. When viewing teacher candidates’ perceptions on their teaching competencies, first grade teacher candidates stated that they perceive themselves competent in terms of attitude and values and vocation skills. © 2018 by authors, all rights reserved

Cultural Competency in Capacity Building

Discusses different capacity building approaches to improving cultural competency that are informed by community participation and multicultural organizational development

A Mixed Methods Approach to Using Collaborative and Proactive Solutions with Students with Emotional and Behavioral Disorders while Applying the Self-Determination Theory

Students with emotional and behavioral disorders (EBD) that lack social skills and problem solving have stronger features of depression, higher drop-out rates and struggle with peer relations. With such an emphasis on academics in high school, students still need strategies taught to compensate for skill deficits in problem solving, relationship- building and choice making. This pragmatic mixed methods study used pre-and post-assessment data from the self-determination theory and examined the implementation of collaborative and proactive solutions through focus groups of teachers and mental health practitioners that work with students with EBD in a special education high school. While quantitative data was not significant, focus group findings specified changes in restructuring the current schedule, trust, time, buy-in and predominantly leadership implications. Recommendations for future studies include additional data sets to be included in the study; choosing elementary or middle school student populations; and applying a leadership frameworks at the onset of implementing collaborative and proactive solutions. Limitations of this study consisted of a small sample size and typical limitations of a focus group. This study adds to current gaps in high-school students with EBD, self-determination, and collaborative and proactive solutions

Promising Practices: Supporting Transition of Youth Served by the Foster Care System

A continuation of the 1997 study funded by the Annie E. Casey Foundation, this collaborative effort with the National Resource Center for Youth Services presents findings of a study of approximately 100 independent living and transitional living programs. It identifies "promising practices" linked with positive outcomes for youth leaving foster care-and presents information drawn from interviews with program staff and participating youth

Training scholars in dissemination and implementation research for cancer prevention and control: A mentored approach

Abstract Background As the field of D&I (dissemination and implementation) science grows to meet the need for more effective and timely applications of research findings in routine practice, the demand for formalized training programs has increased concurrently. The Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) Program aims to build capacity in the cancer control D&I research workforce, especially among early career researchers. This paper outlines the various components of the program and reports results of systematic evaluations to ascertain its effectiveness. Methods Essential features of the program include selection of early career fellows or more experienced investigators with a focus relevant to cancer control transitioning to a D&I research focus, a 5-day intensive training institute, ongoing peer and senior mentoring, mentored planning and work on a D&I research proposal or project, limited pilot funding, and training and ongoing improvement activities for mentors. The core faculty and staff members of the MT-DIRC program gathered baseline and ongoing evaluation data regarding D&I skill acquisition and mentoring competency through participant surveys and analyzed it by iterative collective reflection. Results A majority (79%) of fellows are female, assistant professors (55%); 59% are in allied health disciplines, and 48% focus on cancer prevention research. Forty-three D&I research competencies were assessed; all improved from baseline to 6 and 18 months. These effects were apparent across beginner, intermediate, and advanced initial D&I competency levels and across the competency domains. Mentoring competency was rated very highly by the fellows––higher than rated by the mentors themselves. The importance of different mentoring activities, as rated by the fellows, was generally congruent with their satisfaction with the activities, with the exception of relatively greater satisfaction with the degree of emotional support and relatively lower satisfaction for skill building and opportunity initially. Conclusions These first years of MT-DIRC demonstrated the program’s ability to attract, engage, and improve fellows’ competencies and skills and implement a multicomponent mentoring program that was well received. This account of the program can serve as a basis for potential replication and evolution of this model in training future D&I science researchers

Self-Evaluation in Youth Media and Technology Programs: A Report to the Time Warner Foundation

This 2003 report documents the self-evaluation practices, challenges, and concerns of the Time Warner Foundation's Community Grantees; reviews the resources available to youth media programs wishing to conduct program and outcome evaluations; and begins to identify useful directions for further exploration

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Recruitment Methodology based on a "Reskilling" and "Upskilling" Strategy

Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies ManagementIn the era of “Digital Transformation”, new technologies have emerged in recent years, which have provided organizations with the opportunity to efficiently evolve their operations, transform their business models or even create new ones. The possibilities are enormous, but for this digital transformation process to happen, digital skills are essential, particularly highly qualified ICT professionals capable of implementing new technologies. The demand for these professionals is high, especially in Europe, and the scarcity is increasing. To face this shortage and respond to organisations’ needs, a reskilling and upskilling strategy can be a solution to bring more qualified professionals to the ICT labour market with these new technologies. However, hiring professionals to be trained in new technologies is challenging and risky to succeed. Therefore, the recruitment process needs to be more precise to select and validate candidates who can quickly and successfully acquire new technological skills. This research intends to create a method that can help in this process, applying a systematic approach to selecting and validating candidates with the most adequate technical and interpersonal skills for their requalification in new technologies. With the application of this method, a competency model is created for the target job, candidates are evaluated, and gaps are identified. In case of the feasibility of requalifying the candidate, a training plan is developed to acquire new technological skills

Relevance of Competency Based Training in Polytechnic Education for National Development

The educational system in Ghana has undergone various forms of transformation over the last few decades. These transformations aim at improving the educational system to produce the right calibre of graduates for national development.  The Ministry of Education in 1987 introduced new educational system which gradually replaced the British-based G.C.E Ordinary and Advanced level systems. In September 2007, the country gave birth to another educational reform which emphasized on Science, Mathematics, Technology and Technical & Vocational Educational Training (TVET). This is to provide employable skills for graduates and help reduce the high rate of unemployment in the country. Over the years, TVET has been limited to the apprenticeship, vocational and technical institutions. Learning at the tertiary level has always been the acquisition of theoretical knowledge with very little hands on training. Industries have no other alternative than to give their employees many weeks of on the job training. Introduction of Competency Based Training (CBT) at the polytechnics which aims at providing graduates with the employable skills is therefore welcoming news and must be cherished and sustained by all. CBT is the acquisition of appropriate knowledge, attitudes, personal traits and skills to efficiently perform work place roles in industry, commerce, management and administration. This paper highlights further the need for CBT in all the Ghanaian polytechnics. It outlines the importance of CBT in polytechnic education, gives overview of the structure of the CBT curriculum, its development and implementation in agricultural engineering, assessment criteria and challenges. It was concluded with some recommendations