180,174 research outputs found
Teacher Perceptions on the Implementation of a New Reading Curriculum in Third Grade
Since the inception of a new curriculum in a northeastern school district, reading proficiency scores remained low, and the district had not explored teacher experiences and challenges with the implementation of the new curriculum. The purpose of this basic qualitative study was to explore the experiences and challenges of third grade teachers when implementing the new required reading curriculum. The concerns based adoption model (CBAM) formed the conceptual framework for this study because it was designed to elicit concerns regarding implementing new programs. A purposeful sample of 12 third grade teachers utilizing the new curriculum for at least one year within the local school district was used to collect data. Participants were interviewed to identify the concerns, challenges, and experiences with implementing a new reading curriculum. Data were analyzed thematically, resulting in five themes: lack of collaborative learning and classroom support, time management of nonacademic requirements, concerns regarding professional development, navigating curriculum complexity, and concerns about curriculum alignment. Results indicated teachers were concerned about managing tasks associated with implementing the curriculum and how their actions impact students\u27 learning. The resulting project was a 3-day professional development to support the implementation of the curriculum and develop a network of community learners. Implications for potential positive social change included providing school leaders with data to assist them in making systemic changes before and during implementation of a reading curriculum to improve student progress in reading proficiency
Learning participation as systems practice
We describe an evolving praxeology for Systems Practice for managing complexity built on 30 years of developing supported open learning opportunities in the area of Systems within the curriculum of The Open University (UK). We ground this description in two specific examples of how notions of participation are incorporated conceptually and practically into a learners programme of study by considering: (i) the postgraduate course 'Environmental Decision Making. A Systems Approach' (T860) and (ii) the undergraduate course 'Managing complexity. A systems approach' (T306)
Curriculum renewal for interprofessional education in health
In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi
Practical heutagogy: Promoting personalised learning in management education
The purpose of this article is to highlight the benefits to both organizations and individuals in adopting heutagogy within management education to develop individual capability. This conceptual paper is based on a systematic review of the literature relating to heutagogy and learning theory. This article calls for the adoption of heutagogic learning within management education alongside traditional pedagogy and andragogy. It provides a number of practical examples of how heutagogy may be implemented in a variety of contexts, ranging from undergraduate study to senior leadership positions within organizations. This article contributes to the growing interest and literature related to new forms of student-centered learning and, in particular, heutagogy. This article is an original contribution to the discourse on student-centered learning and the contribution that heutagogy may make to the professional development of individuals
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Learning Outcomes at the Open University
This report describes the background, role, use of and support for learning outcomes at The Open University, UK (OU), which defines them as:
A learning outcome is a statement of what a student is expected to know, understand and be able to do at the end of a module or qualification.
All modules and qualifications have learning outcomes which explicitly describe the learning central to that study and to which the award of credit and qualifications is linked. Learning outcomes are intended to empower students by clearly setting out the expected achievements of study. Central to this definition is the need to offer opportunities for students to develop and demonstrate the knowledge, skills and other cognitive achievements they describe
A Framework for Integrating Oncology Palliative Care in Doctor of Nursing Practice (DNP) Education
Doctor of Nursing Practice (DNP) faculty play a critical role in preparing students to meet the complex needs of the nation as the number of cancer rates and survivors rise (National Cancer Institute, 2018) and as an unprecedented number of older Americans enter into the healthcare system with complicated comorbidities (Whitehead, 2016). Palliative care has dramatically expanded over the past decade and has been increasingly accepted as a standard of care for people with cancer and other serious, chronic, or life-limiting illnesses. Advanced practice registered nurses (APRNs) are recognized as important providers of palliative care (Walling et al., 2017). A 2-day course was held with support from the National Cancer Institute to enhance integration of palliative oncology care into DNP curriculum. The course participants (N = 183), consisting of DNP faculty or deans, practicing DNP clinicians, and students, received detailed annotated slides, case studies, and suggested activities to increase student engagement with the learning process. Course content was developed and delivered by palliative care experts and DNP faculty skilled in curriculum design. Participants were required to develop goals on how to enhance their school\u27s DNP curriculum with the course content. They provided updates regarding their progress at integrating the content into their school\u27s curriculum at 6, 12, and 18 months post course. Results demonstrated an increase in incorporating oncology palliative care in DNP scholarly projects and clinical opportunities. Challenges to inclusion of this content in DNP curricula included lack of: perceived time in curriculum; faculty educated in palliative care; and available clinical sites
Better community engagement: a framework for learning
Because different needs and priorities call for different approaches, the document does not present a single curriculum. Instead it provides a statement of the purpose, elements and competences for community engagement practice that should enable training providers to develop their own curricula to address the needs of practitioners operating in different settings. We hope that this approach can make a significant contribution to establishing a range of learning opportunities that will deliver the best practice needed to deliver on policy commitments and to put communities first
Collaborative multidisciplinary learning : quantity surveying students’ perspectives
The construction industry is highly fragmented and is known for its adversarial culture, culminating
in poor quality projects not completed on time or within budget. The aim of this study is thus to
guide the design of QS programme curricula in order to help students develop the requisite
knowledge and skills to work more collaboratively in their multi-disciplinary future workplaces.
A qualitative approach was considered appropriate as the authors were concerned with gathering an
initial understanding of what students think of multi-disciplinary learning. The data collection
method used was a questionnaire which was developed by the Behaviours4Collaboration (B4C)
team.
Knowledge gaps were still found across all the key areas where a future QS practitioner needs to be
collaborative (either as a project contributor or as a project leader) despite the need for change
instigated by the multi-disciplinary (BIM) education revolution.
The study concludes that universities will need to be selective in teaching, and innovative in
reorienting, QS education so that a collaborative BIM education can be effected in stages, increasing
in complexity as the students’ technical knowledge grows. This will help students to build the
competencies needed to make them future leaders. It will also support programme currency and
delivery
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