What assessment knowledge and skills do initial teacher education programs address? A Western Canadian perspective

Teacher education programs play a crucial role in preparing teachers for their future assessment roles and responsibilities, yet many beginning teachers feel unprepared to assess their students’ performances (Mertler, 2009). To address concerns related to the relevancy of pre-service assessment education, this study examined 57 syllabi from assessment courses offered by 14 Western Canadian teacher education programs. Content analysis revealed trends related to the scope and nature of assessment education in terms of intended learner outcomes, instructional topics, teaching mediums, and assessment strategies. Implications for informing how initial teacher education programs go about preparing pre-service teachers for their future assessment roles and responsibilities are discussed. Les programmes de formation des enseignants jouent un rôle critique dans la préparation des enseignants face à leurs rôles et responsabilités relativement à l’évaluation. Il demeure, par contre, que plusieurs enseignants débutants se sentent pris au dépourvu face à l’évaluation de la performance de leurs étudiants (Mertler, 2009). Afin d’aborder des préoccupations liées à la pertinence de la formation à l’évaluation, cette étude a examiné 57 programmes de cours d’évaluation offerts dans le cadre de 14 programmes de formation des enseignants dans l’Ouest canadien. Une analyse du contenu a révélé des tendances liées à l’envergure et à la nature de l’éducation à l’évaluation, et portant sur les résultats d’apprentissage, les thèmes étudiés, les moyens d’enseignement et les stratégies d’évaluation. On discute des incidences de faire comprendre la préparation des enseignants face à leurs rôles et responsabilités relativement à l’évaluation

Hacia una Mejor Colaboración en la Educación de Estudiantes con Desordenes por Síndrome Alcohólico Fetal: Integrando las Voces de Profesores, Administradores, Cuidadores y Otros Profesionales

This exploratory study addresses the call for an increased presence of key stakeholders’perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.Este estudio exploratorio aborda la necesidad de una mayor presencia de las partes interesadas en la investigación educativa que implica a estudiantes con Desordenes por Síndrome Alcohólico Fetal (DSAF) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). En concretoe, para un mayor entendimiento es necesario apoyar el éxito esolar de estudiantes con DSAF. En el análisis de 11grupos de discusión y 3 entrevistas con profesores, administradores, cuidadores y otros profesionales (total n = 60) se revelaron tres temas: relaciones de acogida, nuevas prácticas de referencia y acceso a ayudas. Estos resultados tienen importantes implicaciones para el uso de un enfoque cualitativo en la generación basada en evidencias sobre las prácticas educativas que reflejan una mayor comunicación y colaboración que mejor satisfagan las necesidades de los estudiantes con DSAF

Hacia una Mejor Colaboración en la Educación de Estudiantes con Desordenes por Síndrome Alcohólico Fetal: Integrando las Voces de Profesores, Administradores, Cuidadores y Otros Profesionales

This exploratory study addresses the call for an increased presence of key stakeholders’perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.Este estudio exploratorio aborda la necesidad de una mayor presencia de las partes interesadas en la investigación educativa que implica a estudiantes con Desordenes por Síndrome Alcohólico Fetal (DSAF) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). En concretoe, para un mayor entendimiento es necesario apoyar el éxito esolar de estudiantes con DSAF. En el análisis de 11grupos de discusión y 3 entrevistas con profesores, administradores, cuidadores y otros profesionales (total n = 60) se revelaron tres temas: relaciones de acogida, nuevas prácticas de referencia y acceso a ayudas. Estos resultados tienen importantes implicaciones para el uso de un enfoque cualitativo en la generación basada en evidencias sobre las prácticas educativas que reflejan una mayor comunicación y colaboración que mejor satisfagan las necesidades de los estudiantes con DSAF

Hacia una Mejor Colaboración en la Educación de Estudiantes con Desordenes por Síndrome Alcohólico Fetal: Integrando las Voces de Profesores, Administradores, Cuidadores y Otros Profesionales

This exploratory study addresses the call for an increased presence of key stakeholders’perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.Este estudio exploratorio aborda la necesidad de una mayor presencia de las partes interesadas en la investigación educativa que implica a estudiantes con Desordenes por Síndrome Alcohólico Fetal (DSAF) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). En concretoe, para un mayor entendimiento es necesario apoyar el éxito esolar de estudiantes con DSAF. En el análisis de 11grupos de discusión y 3 entrevistas con profesores, administradores, cuidadores y otros profesionales (total n = 60) se revelaron tres temas: relaciones de acogida, nuevas prácticas de referencia y acceso a ayudas. Estos resultados tienen importantes implicaciones para el uso de un enfoque cualitativo en la generación basada en evidencias sobre las prácticas educativas que reflejan una mayor comunicación y colaboración que mejor satisfagan las necesidades de los estudiantes con DSAF

Toward Better Collaboration in the Education of Students with Fetal Alcohol Spectrum Disorders: Integrating the Voices of Teachers, Administrators, Caregivers, and Allied Professionals

This exploratory study addresses the call for an increased presence of key stakeholders� perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs

Sexual and reproductive health literacy, misoprostol knowledge and use of medication abortion in Lagos State, Nigeria: a mixed methods study

Little is known about the link between health literacy and women's ability to safely and successfully use misoprostol to self-induce an abortion. While abortion is only allowed to save a woman's life in Nigeria, misoprostol is widely available from drug sellers. We interviewed 394 women in 2018 in Lagos State, Nigeria, who induced abortion using misoprostol obtained from a drug seller to determine their sexual and reproductive health literacy (SRHL) and misoprostol knowledge levels; and how these were associated with ending the pregnancy successfully or seeking care for (perceived) complications. Our results show that women's misoprostol knowledge (measured both quantitatively and qualitatively) was low, but that almost all women were nevertheless able to use the drug effectively and safely. Higher SRHL was associated with being more likely to end the pregnancy successfully and also seeking postabortion health care. Our study is the first to examine this association and adds to the scarce literature examining the relationship between health literacy and self-use of misoprostol to induce abortions in restrictive settings.</p