Leading Through Logic Modeling: Capturing the Complexity

Logic modeling supports project and program development and implementation through specific design, planning, communication, evaluation and learning considerations and are typically used for the purposes of explanation, resolutions and assessment. Logic modeling was used in one teacher training program in the U.S. experiencing substantial leadership change. Leading change requires the facets of both leadership and management. This paper will discuss leading change through strategic management; logic modeling as a way of supporting program development and evaluation; share two forms of logic modeling (Theory of Change and Program) used to put into focus one teacher preparation program; discuss the methodology used in the development of both models employing participation from impacted stakeholders; and share the results as it relates to the logic models developed, how they are currently being used to communicate with stakeholders, and how the models will be used in program evaluation. Finally, the impact of this process will be discussed for future educator preparation programs as they navigate current challenges in pre-service educator preparation, program development, and evaluation

Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning : an evaluation research study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University

Nursing education today emphasises higher-level thought processes than in the past. The requirement for Bachelor of Nursing students to also demonstrate competence in the core clinical skills is critical for safe professional practice. Balancing curricular emphases on technical knowledge, clinical and interpersonal skills, ethical decision-making, and other critical thinking skills is becoming increasingly difficult for nurse educators. Changes in the health sector have resulted in increased complexity of care, reduced numbers of venues for clinical practicum experiences, and increased financial costs associated with student practicum. The commitment to ensure that students have requisite clinical skills appropriate to each stage of their programme, prior to their clinical practicum involves curricular, pedagogical and financial considerations. Drawing on international literature and a Faculty committed to the development of nursing knowledge and skill, discovery, reflection and self-directed learning, the Eastern Institute of Technology (EIT) implemented the use of the Clinical Arts and Technology Centre and a cooperative model of self-directed learning into the Bachelor of Nursing curriculum in January 2000. The Clinical Arts and Technology Centre is an "enhanced" clinical simulation laboratory that provides students with the facilities and resources to support and enhance their knowledge and skills in preparation for clinical practicum. This Evaluation Research study explores and determines the effectiveness of the Clinical Arts and Technology Centre and the cooperative model of self-directed learning in terms of student clinical competency outcomes, and student satisfaction with the facility and model of self-directed learning. An extensive review of literature was undertaken in relation to the development and use of clinical simulation laboratories, clinical simulation, and models of self-directed learning in nursing education. A combination of qualitative and quantitative data collection methods were used including a pre piloted research questionnaire and a collation of student competency assessment outcomes. One hundred and fifty-six EIT Bachelor of Nursing students participated in the study. Statistical research findings and themes that emerged demonstrated a high level of overall student satisfaction with the facility resources and model of learning and provide direction for future facility and resource development, and ongoing quality improvement initiatives

An organization overview of pedagogical practice in work-integrated education

Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report

Understanding Equitable Assessment: How Preservice Teachers Make Meaning of DisAbility

Disproportionality of historically marginalized populations in special education continues to be a critical concern. The identification of students with disabilities is reliant on valid and reliable assessment that is free of bias. The extent to which this is possible given measurement constraints and an increasingly diverse student population is unclear. How teachers are trained to design, select, administer, score, and interpret assessment data related to the identification of students with disabilities is vastly under-researched considering the significant implications of assessment practices. In this study, six special education preservice teachers engaged in an assessment methods course during their second semester of an initial certification program. This study focuses on shifts in preservice teacher understanding and the associated learning experiences in the course. Findings from this study have the potential to inform general and special education teacher preparation coursework

Practicum Pairs: An Alternative for First Field Experience in Early Childhood Teacher Education

This paper focuses on partnership between pairs of students in early childhood education during a teaching practicum in preschools and kindergartens. One hundred students enrolled in early childhood preservice teacher education programs at a large metropolitan Australian University were paired and placed in kindergartens and preschools with host teachers. The project aimed to explore the perceptions and experiences of host teachers and students involved in the paired practicum which was evaluated qualitatively using semi-structured surveys of host teachers and students. This paper identifies eight practices and two principles making this paired practicum successful or not successful

A Rationale for Requiring Philosophy of Education in Preservice Teacher Programs

To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice teachers

Using computer‐based tests for information science

Computer‐based tests have been used extensively in the Department of Information Science at the University of Portsmouth, both for end‐of‐course examinations and continuous assessment. This paper details the use of computer‐based objective testing as an innovative technique for traditional assessment, and the separate problems of continuous computer‐aided assessment. Results from three years of research have led to plans for future developments within the department, and the paper provides a checklist of considerations regarded as crucial

Group work assessment: benefits, problems and implications for good practice

Group work has become increasingly important in higher education, largely as a result of the greater emphasis on skills, employability and lifelong learning. However, it is often introduced in a hurry, can be unsupported and may be assessed without fully exploring the consequences (www.heacademy.ac.uk/ourwork/learning/assessment.group). Both group work and its assessment have been the focus of considerable research and debate in the higher education literature; see for example reviews by Webb (1994), Nightingale et al. (1996) and Boud et al. (1999). Davis (1993) identifies three types of group work: formal learning groups, informal learning groups and study groups. Formal groups are established to complete a specific task in one class session or over many weeks, such as a laboratory experiment or the compilation of an environmental impact report. Informal groups involve ad hoc clusters of students who work in class to discuss an issue or test understanding. Study teams are formed to provide support for members, usually for the duration of a project or module. This guide will focus on formal group activity and its assessment. Group work is highly complex, however, and assessment should consider both the product or outcome and the process of student learning (Webb 1994, Glebhill and Smith 1996). Consequently, the development of effective group work assessment strategies, designed to engage the students and provide the best possible learning experience, raises a number of important questions. For example, what is the most effective group size? How should the groups be formed? How can we best prepare students for group work? What are the most effective ways of supporting groups and individuals within them? To what extent should group progress be monitored by tutors? How should we assess group work and where does the balance lie between product and process, and group and individual? What is the most effective way of gathering meaningful student feedback for 2 the purposes of evaluation and review? This guide will explore these questions and many others. It will begin by looking at the benefits of group work and its assessment before exploring some of the key concerns. It will then reflect on some personal experiences and lessons learned from the planning and delivery of group work assessment strategies, with a view to providing some ideas and tips for good practice