ethanporcaro/eric-fulltext-meta huggingface dataset:
Core Concepts of a Multiple-Perspective Conceptual Framework for Advancing Occupational Health Physiotherapy Practice
Author: Chetty, Laran
Date: 2019-00-00
Type: Journal Articles
Subjects: Occupational Safety and Health,Physical Therapy,Stakeholders,Role,Well Being,Work Environment,Allied Health Personnel,Hospitals,Professional Identity,Coaching (Performance),Foreign Countries,Risk Management,Health Promotion

Occupational health physiotherapy is an evolving clinical speciality which requires advanced clinical practice skills and organisational knowledge. There is a dearth of studies in the literature addressing frameworks for occupational health physiotherapy practice. In response, the Association of Chartered Physiotherapists in Occupational Health and Ergonomics (ACPOHE) developed an Occupational Health Framework for Physiotherapists, however, the development of this framework was limited to the expert opinions of physiotherapists. A doctoral study was, therefore, undertaken to explore the role of occupational health physiotherapy from the perspectives of stakeholders outside the physiotherapy profession in order to develop a multiple-perspective conceptual framework. The aim of this paper is to present a discussion on the core concepts emerging from the conceptual framework. Furthermore, an overview of the legal and policy framework that underpins occupational health physiotherapy practice, the process to develop the framework and the use of the framework in practice is presented.
Assessment and Engagement in Music Classes: Are They Mutually Exclusive?
Author: Barlow, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Evaluation,Learner Engagement,Music Education,Foreign Countries,Evaluation Methods,Educational Policy,Data Collection,Music Activities,Secondary School Students,Scoring Rubrics

Education in Australia is driven by measurement of progress. Music education, however, requires students to engage in creative and experiential tasks. This article will address the inevitable conflicts between these two by suggesting that measurements of student work in fine detail can be made within a practical and engaging classroom without resorting to traditional summative testing as the only means of data collection. The pedagogical approach addressed in this article will benefit from further systematic research; however, the initial anecdotal evidence shows that a wide range of data can be collected from a mixture of assessment types that are also engaging, therefore addressing both sides of the conflict. The added benefit is that these data collection tools are simple and quick to operate, even for those who are not formally trained in education. This means that all involved can focus on the important task of music-making, without spending class time recording and analysing data. The data collection tools may have positive impacts at an individual level to track student and teacher progress; at a curriculum level to develop best instruction; at a teaching cohort level to measure consistency; and at a policy level to fulfil the requirements of transparency and accountability
Perspectives on Professional Doctorate Research and Learning; the Lived Experience of the Learned Professional
Author: Milburn, Gail
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Student Attitudes,Identification (Psychology),Student Experience,Doctoral Degrees,Student Research

This paper charts the reflective inquiry of a small group of practitioners into their identity and experience whilst undertaking a professional doctorate. The authors met at the 2016 international conference on professional doctorates, held on 24th March, in London, whilst taking part in a conference panel discussion on the Graduate Learning Experience. This paper is the result of our correspondence and particularly, the three reflective vignettes that were produced by three of the group. The analysis of the findings of a narrative inquiry indicate a desire or belief in wanting to contribute to society in some way as an outcome or consequence of their gaining the award and doctoral title and that this title included a notion of responsibility to others.
Inspiring Music Teachers: A Study of What Is Important in Practice
Author: Robinson, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Teachers,Teacher Characteristics,Teacher Influence,Music Education,Classroom Techniques,Student Empowerment,Foreign Countries,Personality Traits,Knowledge Level,Teacher Student Relationship,Reflection,Teacher Effectiveness

What are the characteristics of an inspiring music teacher? What do students value as important in the interaction and enjoyment of their music classes? This paper explores these questions through the lens of two experienced music educators who give insight into what they believe are the inspiring qualities of music teacher practice. The research comes from a larger study by the author (Robinson, 2015) and seeks to understand what is valued in music teacher practice. This paper reveals five characteristics of inspiring music teaching: knowledge with passion, the importance of connection through music, relational capacity, facilitating reflection and empowerment. The results of this research reveal to music educators what can be transformational for students through their practice and shed light on what must be highlighted in music teacher education to develop teachers who will inspire.
The Professional Doctorate of Pharmacy in a Developing Country: The Sudan Initiative
Author: Elbadri, Abdalla
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Pharmacy,Program Development,Pharmaceutical Education

This paper discusses the development of a professional doctorate of Pharmacy at Pharmacy Specialization board (PSB) part of Sudan Medical Specialization Board (SMSB), Khartoum, Sudan. The initiative for this new doctorate was led by Professor Abdalla Elbadri chairman of the PSB. The curriculum of the undergraduate programme was drug oriented and this necessitated the establishment of professional postgraduate training, which was in the responsibility of the PSB. The first degree approved was the fellowship in pharmacy. This innovation from fellowship in pharmacy to professional doctorate came about because the fellowship was not able to meet the present demand for pharmacists throughout the pharmacy practice in the country, as when graduated, many choose to migrate to western countries. The new professional doctorate in pharmacy introduced the concept of professionalism as a corner stone throughout the study period. Currently there are four available specialties in the Professional Doctorate including; Clinical Pharmacy, Hospital Pharmacy, Quality Assurance of pharmaceuticals and Management of Pharmaceutical Services. The programme is flexible so that candidates with a master degree, fellowship or even a Bachelor's degree can be admitted, with differences in study period, for example, those with a Bachelor's degree may gain the full professional doctorate within four years. Assessments include theoretical knowledge, practical skills and research. The professional doctorate development team at Khartoum University feel that regional and international collaboration is needed in order to overcome obstacles characteristic to developing countries, for example in terms of academic recognition or a professional doctorate (where the PhD is the single most popular doctoral degree).
The Perceptions of Teacher Evaluation by Teachers and Campus Administrators in a Suburban Texas District
Author: Willey, George P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Teacher Evaluation,Program Implementation,Educational Policy,Accuracy,Instructional Improvement

The purpose of this research is to examine the perceptions of campus administrators and teachers of the new Texas Teacher Evaluation and Support System (T-TESS) in a suburban Texas school district. Historically, teacher evaluation systems have failed to reach the intended outcome of serving as a tool to improve teaching practices. When campus administrators and teachers perceive teacher evaluation as primarily a tool to document poor performers, the growth aspect of the evaluation process is not maximized. This research seeks to identify the perceptions of both campus administrators and teachers on the evaluation system. District leaders will be able to determine if the perceptions of one or both groups is aligned with the intended outcomes of the evaluation process.
A Learning Model Proposal Focused on Challenge-Based Learning
Author: Torres-Barreto, Martha Liliana
Date: 2020-00-00
Type: Journal Articles
Subjects: Models,Teaching Methods,Engineering Education,College Faculty,Barriers,Communication Skills,Problem Solving,Leadership,Professional Development,Global Approach,Learning Processes,Undergraduate Students,Universities,Foreign Countries

This paper proposes a model that comprises a learning exercise based on challenges, which tends to promote non-technical skills such as oral expression, communication, resource management, leadership and problem solving among engineering students. Since engineers have been recognized throughout the world for their ability to creatively solve problems, using the technical knowledge developed in their professional career, it has been considered that these skills make it easier for them to reach results that involve the solution of mathematical problems, or those related to science, through the use of technical skills, research or analysis and synthesis. In this sense, the academia seems to have placed the emphasis on hard and technical skills, while, non-technical ones, have been left in a secondary stage in the case of engineers, ignoring their role on their professional development. This project proposes a model that will bring together more than 180 engineering students and 4 university professors, by involving them in a real challenge that they might solve by means of their technical and non-technical skills. The model is being applied at a university and their first results show the need to modify the engineering training processes, to include the development of appropriate competences in engineers, in response to the demands of a globalized world.
A Temperature Control Project That Facilitates Learning of Difficult Concepts in Control Theory
Author: Yao, Jianchu
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Concept Formation,Undergraduate Students,Thermodynamics,Heat,Models,Teaching Methods,Learning Processes,Outcomes of Education,Student Projects,Active Learning,Student Attitudes,Self Evaluation (Individuals),Computer Software,Scoring Rubrics,Reports

This paper presents a design project and its assessment in an undergraduate control theory course. In the project, students mathematically modeled the thermal dynamics of a glass incubator and its heat source. Based on these models, they designed a lag compensator to keep the incubator temperature in a safe range when the external temperature fluctuates. It is hypothesized that activities planned in this real-world project can facilitate the learning of difficult controller design via the frequency response method. Multiple facets of student learning were assessed, including; (1) a two-level objective assessment based on students' written reports; and (2) four-category student self-evaluation surveys. The former identifies how the project helps achieve ABET outcomes and how each of the four project activities support learning outcomes. Surveys assess students' factorial knowledge and their perception about the project. Assessment results demonstrate that this project-based-learning experience effectively aids students in grasping difficult frequency-domain concepts and design methods.
Using Equity Audits to Create a Support System for Marginalized Students
Author: Palmer, Dusty L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Equal Education,Audits (Verification),Disadvantaged,English Language Learners,Students with Disabilities,Special Education,Principals,Administrator Education,Data Use,Progress Monitoring,Program Effectiveness,Educational Planning,Elementary Secondary Education

This qualitative content analysis study examined the framing of equity audits and the Texas Accountability Intervention System (TAIS) plans implemented by aspiring principal fellows to develop a support system for marginalized students. The purpose of this study was to demonstrate how a principal preparation program leverages equity-driven data to support the learning and engagement of all students, with an emphasis on supporting English Language Learners (ELL)s and Special Education (SPED) students. The findings revealed that using equity-driven data and progress monitoring quarterly goals did impact student learning, specifically with the ELL and SPED population.
Employer and Work-Based Student Perceptions of Virtual Laboratory Teaching and Assessment Resources
Author: Smith, Caroline Louise
Date: 2019-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Student Attitudes,Computer Simulation,Science Laboratories,Foreign Countries,Work Experience Programs,Formative Evaluation,College Students,Feedback (Response),Biomedicine,Teaching Methods,Distance Education

Training in laboratory competency is an important part of biomedical student skill acquisition in preparation for both the workplace and accreditation. Virtual laboratory simulations are currently used in core modules at University of Westminster to prepare biomedical science students for laboratory sessions. These simulations are used for formative and summative assessment and incorporate questions on theoretical aspects, in addition to simulating laboratory techniques. Whilst analysis has been carried out on student learning with virtual laboratory simulations, the impact of these on work-based students and the opinions of employers has not been evaluated. Students undertaking core first year modules include part-time attendance work-based students and part-time distance learners, who are mostly employed in diagnostic laboratory settings. Part-time work-based students and distance learners often need to be more efficient and maximise their use of available study time than their full-time student peers. The aim of this study was to collect the views of the work-based students and their employers on these virtual laboratory simulations through semi-structured interviews to evaluate the effectiveness of these teaching tools for work-based students. This report presents the comments of part-time students, distance learners and employers relating to the use of virtual laboratory simulations highlighting key similarities and differences. The consensus is that use of the virtual laboratory is helpful and can supplement but not replace practical classes and employer-led training. At present there is no appetite amongst employers to use these simulations to replace competency testing. Whilst virtual laboratory simulations are recognised to have benefits, there are caveats related to both cost/ benefit and to how they should be deployed.
How Does Participant Experience of Work-Based Learning Shape a Professional Identity?
Author: Booth, Joanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Workplace Learning,Apprenticeships,Work Experience,Professional Identity,Retailing,Business Administration Education,Bachelors Degrees,Program Effectiveness,Professional Development,Self Efficacy,Job Satisfaction,Motivation,Employer Attitudes,Foreign Countries

This article explores how professional identity is shaped through experiences on a work-based learning programme. In this context, professional identity is defined as a range of beliefs and attitudes about the professions for which an individual is preparing themselves. Set within the current Higher and Degree Apprenticeships agenda, the research has been framed using a constructivist approach involving the collection of qualitative data. The data draws on an inductive thematic analysis of oral narrative reflections, generated through semi-structured interviews. Research participants were sourced from two work-based learning programmes (WBLP's) over a period of four years. The development of professional identity was researched within a conceptual framework adapted from Canrinus et al., (2012) and Puurala and Löfströme (2003). Findings show that experiences of professional frustration have an impact on an individual's professional identity. This links with job satisfaction and commitment to the organisation, as experience of professional frustration can contribute to negative feelings towards the organisation. The study showed that Investment of an organisation into work-based learning can help develop an individual's sense of professional identity. However, if the organisations commitment to the individual is not played out in real terms, their sense of professional identity can be affected detrimentally.
Principals as Instructional Leaders: An Embedded Descriptive Case Study of One Rural School&apos;s Effort to Improve Student Outcomes through Reading Plus
Author: Tremont, Joshua W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Case Studies,Rural Schools,Outcomes of Education,Reading Programs,Literacy,Administrator Attitudes,Experience,Academic Achievement,Administrator Effectiveness,Program Implementation,Program Evaluation,Intervention,Program Effectiveness

The purpose of this descriptive embedded case study is to address a reading literacy problem at a rural school district through a principal's instructional leadership and to determine whether student outcomes improved. Campus principals are tasked with the responsibility of ensuring every student receives high-quality instruction that aligns with research-driven best practices by implementing current interim assessment cycles to track classroom trends and determine appropriate interventions (Texas Administrative Code [TAC §149.2001.]). However, the manner in which the principal influences student achievement varies based on leader capacity and school setting. While leadership in rural settings is as diverse as the community being served, teacher instruction in rural schools can be positively impacted by principal instructional leadership, which looks different than instruction in urban schools. Findings support the use of interim assessment cycles to track classroom trends and determine appropriate interventions. Findings also affirm the instructional leadership challenges faced by principals in rural settings.
Student Perceptions of Enhancing the Internship Experience for Online Principal Preparation Programs
Author: Nicks, Bob
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Internship Programs,Student Attitudes,Online Courses,Educational Technology,Electronic Learning,Educational Quality,Supervision,Cooperation,Program Design,Graduate Students,Learning Activities

Principal preparation programs understand the need for relevant internship activities that bridge the gap between theory and practice (Anast-May, Buckner, &amp; Geer, 2011; Darling-Hammond, LaPointe, Meyerson, Orr, &amp; Cohen (2007). Principal preparation programs utilizing distance technology are also charged with meeting this expectation and the electronic learning technologies have changed learning from restrictive to flexible, accessible, and innovative (Tseng &amp; Gardner, 2016). The internship is a widely accepted program component of principal preparation that provides the student with actual administrative experience during the certification process; however, despite the mandates from national accreditation organizations and state certification agencies, the literature is replete with criticisms concerning the effectiveness of the internship experience (Cheney &amp; Davis, 2011; Darling-Hammond et al., 2007; Fry, Bottoms, &amp; O'Neill, 2005; Perez et al., 2011). Limited data in the form of student feedback, especially as it pertains to learner perceptions of the internship experience, have been collected (Gordon, Oliver, &amp; Solis, 2016). According to Thiede (2012), it is important for faculty to seek out and study what students are thinking and saying about online education as most higher education institutions' future enrollments may be predicated upon quality online courses.
&apos;We Can and We Want To&apos;: People with Disabilities Intra-Acting with Researchers and Technology in Research
Author: Näslund, Rebecka
Date: 2019-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Research Methodology,Adults,Researchers,Participatory Research,Information Technology,Empowerment,Video Technology,Ethics,Foreign Countries

This article aims to offer insights into how people living with intellectual disabilities by intraacting with researchers and technology, can inform and improve participation in research and the dissemination of it. It draws upon the experiences from adults with intellectual disabilities and researchers participating in the production of audio-visual material. The audio-visual material was initiated and produced by a team in UK with participants living with intellectual disabilities and was based on an earlier article written by the two researchers. This current article highlights the importance of enabling people with disabilities to participate in the research (in various phases, settings, and ways) and as such also make accountable knowledge claims which can bear effects on the life of people with disabilities in their everyday practices and in relation to technology (such as information and communication technology, ICT). The approach, based on a material-semiotic and intra-actional understanding sheds light on the following questions: How can research be guided so that people with intellectual disabilities, the target groups of the research, become involved as actors and participants in the various phases of research concerning them? Can technology, such as Information and Communication Technologies (ICT), empower people with intellectual disabilities to become involved in research concerning them? And if so, in what ways.
The Relationship between School Climate and Teacher Self-Efficacy in a Rural Virginia School System
Author: Lacks, Paige
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Self Efficacy,Teacher Effectiveness,Rural Schools,Locus of Control,Principals,Administrator Role,Stress Variables,Job Satisfaction,Student Motivation,Student Behavior,Teacher Attitudes,Collegiality,Middle School Teachers,Academic Achievement

School climate is one of the most significant factors in solidifying an effective learning environment. In today's complex educational system, leaders face daily challenges in the world of high stakes testing and state accreditation that force them to ensure that they have implemented reforms that will provide sustained improvement in student achievement. As a result, school leaders and teachers must possess the ability to change and adapt to their conditions for continuous organizational improvement despite possible resistance from stakeholders. Moreover, with diverse teacher experience levels, leaders consistently assess and evaluate the instructional practices in their building to empower teachers to engage and motivate their students (Kelley, Thornton, &amp; Daugherty, 2005). Thus, the school's educational leader and the climate that he or she helps to establish directly impacts the school's environment and teachers' perception of that environment.