Journal articles: 'Harvard University. Graduate School of Education. Teaching and Curriculum Program' – Grafiati (2024)

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

e4139111This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.ResumoEste artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis.Palavras-chave: Programas de indução, Professor iniciante, Desenvolvimento profissional docente.Keywords: Induction programs, Beginner teacher, Teacher professional development.ReferencesALLINGTON, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org / article.php?ID=413.BREAUX, A., & WONG, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications.BRITTON, E., PAINE, L., PIMM, D., & RAIZEN, S. (Eds.). (2003). Comprehensive teacher induction: Systems for early career learning. State: Kluwer Academic Publishers and WestEd.CROSS, C. T., & RIGDEN, D. W. (2002, April). Improving teacher quality [Electronic version]. American School Board Journal, 189(4), 24–27.DARLING-HAMMOND, L., & SYKES, G. (2003). Wanted: A national teacher sup- ply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). Retrieved from http: // epaa.asu.edu / epaa / v11n33 /DARLING-HAMMOND, L., & YOUNGS, P. (2002). Defining “highly qualified teachers”: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13–25.DEPAUL, A. (2000). Survival guide for new teachers: How new teachers can work effec- tively with veteran teachers, parents, principals, and teacher educators. Jessup, MD: U.S. Department of Education, Office of Educational Research and Improvement.DRUMMOND, S. (2002, April 18). What will it take to hold onto the next gen- eration of teachers? Harvard Graduate School of Education News. Retrieved from www.gse.harvard.edu / news / features / ngt04182002.htmlELMORE, R. (2002, January/ February). The limits of “change.” Harvard Education Letter. Retrieved from www.edletter.org / past / issues / 2002-jf / limitsofchange.shtmlFEIMAN-NEMSER, S. (1996). Teacher mentoring: A critical review. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED397060)FULLAN, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.FULLAN, M. (2003). Change forces with a vengeance. London: Routledge Falmer.GARET, M., Porter, A., DESMOINE, L., BIRMAn, B., & KWANG, S. K. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–946.GREENWALD, R., HEDGES, L., & LAINE, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.HANUSHEK, E. A., KAIN, J. F., & RIVKIN, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research.HARE, D., & HEAP, J. (2001). Effective teacher recruitment and retention strategies in the Midwest. Naperville, IL: North Central Regional Laboratory. Re- trieved June 26, 2002, from www.ncrel.org / policy/ pubs / html / strategy/ index.htmlHASSEL, E. (1999). Professional development: Learning from the best. Naperville, IL: North Central Regional Educational Laboratory.HIEBERT, H., GALLIMORE, R., & STIGLER, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.JOHNSON, S., & BIRKELAND, S. (2003). Pursuing a sense of success: New teach- ers explain their career decisions. American Educational Research Journal, 40(3), 581–617.JOHNSON, S. M., & KARDOS, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 13–16.KARDOS, S. (2003, April). Integrated professional culture: Exploring new teachers’ experiences in 4 states. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.LEHMAN, P. (2003, November 26). Ten steps to school reform at bargain prices. Education Week, 23(13), 36, 28.LIU, E. (2003, April). New teachers’ experiences of hiring: Preliminary findings from a 4-state study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.MARTIN, S. (2003, March). From the ground up: Building your own university. Paper presented at the annual meeting of the Association of Supervision and Curriculum Development, San Francisco, CA.NORTH CAROLINA TEACHING FELLOWS COMMISSION. (1995). Keeping talented teach- ers. Raleigh, NC: Public School Forum of North Carolina.PALOMBO, M. (2003). A network that puts the net to work. Journal of Staff Development, 24(1), 24–28.ROTHMAN, R. (2002 / 2003). Transforming high schools into small learning communities. Challenge Journal, 6(2), 1–8.SANDERS, W. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research & Assessment Center.SAPHIER, J., FREEDMAN, S., & ASCHHEIM, B. (2001). Beyond mentoring: How to nurture, support, and retain new teachers. Newton, MA: Teachers21.SCHLAGER, M., FUSCO, J., KOCH, M., CRAWFORD, V., & PHILLIPS, M. (2003, July). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.SERPELL, Z., & BOZEMAN, L. (1999). Beginning teacher induction: A report of beginning teacher effectiveness and retention. Washington, DC: National Partnership for Excellence and Accountability in Teaching.WONG, H. (2001, August 8). Mentoring can’t do it all. Education Week, 20(43), pp. 46, 50.WONG, H. (2002a). Induction: The best form of professional development. Educational Leadership, 59(6), 52–55.WONG, H. (2002b). Play for keeps. Principal Leadership, 3(1), 55–58.WONG, H. (2003a). Collaborating with colleagues to improve student learn- ing. ENC Focus, 11(6), 9.WONG, H. (2003b, October). Induction: How to train, support, and retain new teachers. Paper presented at the conference of the National Staff Development Council.WONG, H. (2003c). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers ( pp. 42–49). Alexandria, VA: Association of Supervision and Curriculum Development.WONG, H., & ASQUITH, C. (2002). Supporting new teachers. American School Board Journal, 189(12), p. 22.YOUNGS, P. (2003). State and district policies related to mentoring and new teacher induction in Connecticut. New York: National Commission on Teaching and America’s Future.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This study aims to determine prospective teachers’ perceptions on the basic concepts of the education system in terms of its inputs, processes and outputs through metaphors. Phenomenological analysis was used. The participants were senior students from Gaziantep University, English Language Teaching (ELT) department and pedagogic formation program students from the English Language and Literature (ELL) department. The data were collected by asking about metaphorical perceptions related to the concepts of student, parent, school, school principal, curriculum, teaching materials, principles and methods of teaching, assessment and evaluation, ethics, class management, success and graduate students. Content analysis was employed for analysis. Teacher candidates produced 528 valid metaphors related to 13 concepts of education system. Out of these, 269 metaphors were positive, 109 were negative and 150 were related to basic features of education system. While 34 prospective teachers from ELL department produced 338 metaphors, 18 prospective teachers from ELT department produced 190 metaphors. The perceptions of teacher candidates in both groups were similar in terms of teacher, student, parent, school principal, teaching materials, ethics, and success. While ELL department students identified the concepts of school and graduate more positively, ELT department students described curriculum and classroom management more positively.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The Frances L. Loeb Library at the Harvard Graduate School of Design has served the needs of the teaching faculty and students of the University, and of architecture, landscape architecture and urban planning design scholars worldwide, since the beginning of the architecture program in 1900. During that period the library has had two different homes, and the collections have grown through a combination of purchased acquisitions and gifts from faculty and alumni of the School. The library has been an integral part of the School throughout its history, working closely with faculty and students to support design education.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Rural economically disadvantaged communities face unique challenges in engaging students in science, technology, engineering, and mathematics (STEM). School district administrators, teachers, and students do not have access to high-quality STEM opportunities compared to urban schools. This article describes a partnership between a small, private STEM university and a network of school districts scattered across the geographically isolated region of upstate New York. The partnership’s primary goal is to support the teaching and learning of STEM. This is achieved through actively engaging a range of university and community stakeholders in STEM enrichment and professional development. Programming includes summer camps and after-school activities, challenges and competitions that focus on inspiring students to pursue STEM careers, undergraduate and graduate student mentors, and a university curriculum designed to prepare teachers to work in high-need school districts. Activities are supported by the university’s Institute for STEM Education, which fosters collaborations for like-minded faculty and campus members to pursue grant opportunities and connect with community members. The paper describes various program components and how they work to support each other, discusses impacts of the program, and describes ways in which elements can be implemented elsewhere.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In international surveys, Brazilian students have been consistently ranking low in science. Continuing education for secondary school teachers is certainly a way to change this situation. To update teachers and provide teaching and learning experiences for graduate students, our department organized a “Winter Course in Physiology” where schoolteachers had the opportunity to attend lectures that were offered by graduate students and participate in discussions on teaching and learning strategies and their applicability, considering different schools and student age groups. This work evaluated the ways in which the Winter Course in Physiology improves continuing education for secondary school teachers. Graduate students prepared, presented, and discussed with the audience the concepts, content, and topics of the program, which were previously presented to the organizing committee and a supervising professor. Potential participants were recruited based on their curriculum vitae and a letter of intent. During the course, they completed a questionnaire that graded different aspects of course organization and lectures. The results indicated that the Winter Course was positively evaluated. Most topics received a grade of ≥4.0, considering a range of 1.0 (low) to 5.0 (high). In a followup, both the participants and instructors reported positive impacts on their overall knowledge in physiology. Schoolteachers reported improvements in the performance and participation of their students. In conclusion, the results suggested that the Winter Course is a good way to promote continuing education for schoolteachers and promote university outreach. It also provided an important experience for graduate students to develop teaching skills.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Although children residing in impoverished rural communities located along the Texas-Mexico border are at disproportionately high risk of unhealthy eating, limited resources may prevent devoting sufficient attention to school-based nutrition education. The purpose of this quasi-experimental study was to examine the teaching effectiveness of graduate nursing students on fourth-grade student learning about healthy eating. Purposive sampling was used to select 213 predominately Hispanic fourth-grade students enrolled in one of three low-socioeconomic status underserved elementary schools located in rural South Texas. Ten graduate nursing students implemented the Creating Healthy Eating Choices for Kids Nutrition Curriculum to approximately 40 fourth-graders per group who attended weekly 45- to 50-minute sessions for 6 weeks. The MyPlate standardized tests were administered before and following the intervention. Results showed a significant improvement in learning on all program modules for fourth-graders from each school ( p = .000). Results support the value of creating a strategic partnership between a university school of nursing and key community leaders as a feasible method of providing nutrition education for fourth-graders enrolled in schools with limited resources.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The University of Guelph is a mid-sized university in southern Ontario that has many historical underpinnings with respect to both undergraduate and graduate education in forestry and forest-related subjects. Some of the earliest forward-thinking forest policies found in Ontario came from early faculty associated with the predecessor of the University, the Ontario School of Agriculture. Today, the University has numerous faculty in Colleges across campus that are involved in a multitude of teaching and research aspects associated with forested environments. The research-teaching link with respect to forestry is strong and the undergraduate population appears appreciative of this. Undergraduate courses and course segments at both undergraduate and graduate levels exist, and a minor in forest science, housed in the Department of Environmental Biology but drawing on resources from across multiple disciplines, is also available. The University of Guelph is currently evaluating its options with respect to undergraduate education in the forest sciences. Building on past and present strengths, the University is considering offering a non-accredited B.Sc. program that embraces the science and management of forests and the environmental impact and community benefits associated with interventions in the forest. Key words: Ontario forests, historical perspectives, learner-centred undergraduate curriculum, forest environments, forest science, forest and natural resource economics, internationalism, non-accredited B.Sc. undergraduate degree, graduate forest research

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This study discusses Merze Tate, a black woman faculty member at Howard University from 1942 to 1977, and her efforts throughout her tenure at the institution to obtain gender equity for women faculty. This study also discusses Tate's decades-long battle with Rayford Logan, chair of the history department of Howard. Both Harvard PhDs, their difficulties reflect both gender differences as well as professional jealously. Tate was the first black woman to earn a degree from Oxford University (International Relations, 1935) and the first black woman to earn a PhD from Harvard in the fields of government and international relations (1941). She joined the faculty at Howard University in 1942, as one of two women ever hired in the history department. She remained on the faculty until her retirement in 1977. Tate is significant not only for her academic accomplishments and her advocacy on behalf of women but also as one of the earliest tenured women faculty members at Howard. In addition, she was a part of a very small group of highly accomplished black women academics who devoted their lives to the education of black youth. In a 1946 study of black doctorate and professional degree holders, Harry Washington Greene noted that of the three hundred eighty-one recipients, only forty-five were women. Black women were overwhelmingly enrolled and graduated from teacher training colleges that were unaccredited and/or did not provide the curriculum to attend graduate school without taking an additional year of undergraduate studies. The time and cost factor were prohibitive and many black women attended summer schools for years to take courses to prepare them for a graduate degree program.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Introduction: The training given at the School of Law, is characterized: the research function is almost not present in the teaching-learning process, a high percentage of teachers are not trained in the management of research skills; there are certain signs of work in active methodologies, a high percentage of graduates graduate through the Special Degree Program, the current curriculum does not train professionals in research skills and abilities, a high percentage of students perceive their teachers with a regular academic performance and many of them have no knowledge of the professional profile of the graduate. Objective: To design a methodological model to develop research skills in the professional training of lawyers. Methodology: It consisted of data collection through: classroom observation, application of surveys to students and teachers. The data collected were subjected to a process of selection, analysis, critique and codification. Result: Design of a methodological model based on Tobón's competency-based approach and the Tunning Project, the theory of critical-humanistic teaching and Jorge Witker's theory of active education. Contribution: The proposed methodological model, will allow the strengthening of scientific competencies in the training process at the Law School and would constitute one of the most significant changes in legal education and would allow a wide incidence in the university sphere.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Background: In 1912 the Hahnemann Medical Faculty to graduate homeopathic physicians was created. This was one of the courses that originated the present Federal University of the State of Rio de Janeiro – UNIRIO. Homeopathy in UNIRIO was consolidated during the 80s and 90s through the relationship with other specialties. In 1999, the interface of Homeopathy and the curriculum guidelines of the Brazilian Ministry of Education justified the inclusion of Homeopathy as a compulsory subject in the medical course at UNIRIO. In 2001 a University program to improve the development of research called “Homeopathy - Health and Quality of Life”, was created to integrate the activities of Teaching, Research and Extension. Aim: To evaluate the relevance of the compulsory teaching of Homeopathy in the medical area at the Federal University of the State of Rio de Janeiro – UNIRIO, Brazil. Methods: A prospective longitudinal qualitative and quantitative research was used with semi-structured questionnaires with open and closed questions at the beginning and end of each semester. Undergraduate students from the third year of the UNIRIO Medical Faculty (2008/March till 2009/September) who accepted the “Consent Form”, were included. Students who didn't respond adequately to the questions were excluded. This research was approved and registered at the Brazilian Research Ethics Center. Microsoft Office Excel 2007 used to data collection and analysis. Results: Total number of students attending the course during the four semesters: 304. 70% answered the questionnaires. 60% of the students had heard of homeopathy before attending the homeopathy course (67% as patients, 21% as patients and through media, 6% through media and 6% by other means of contact). 86% consider that homeopathy brought new knowledge to the medical and academic training. 72% consider that this knowledge could be applicable to their future career. Conclusion: Most students aim to learn the guiding principles of homeopathy. Their aim is to know all available treatment, modalities and alternatives to allopathy in medical education. They considered that the learning of Homeopathy is a part of general medical training due to the fact that it has been a recognized medical specialty in Brazil since 1980. The student’s opportunity to learn homeopathy during the undergraduate course in medical schools widens the individuality concept, “the doctor-patient relationship and the holistic vision of the patient”. These results demonstrate the relevance of teaching homeopathy in the medical curriculum and the need to spread the teaching of homeopathy as a compulsory course for all other medical universities.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Since 2003, researchers, faculty, graduate and undergraduate students from the State University of Maringá have been working alongside teachers from the state and local schools in the municipality of Porto Rico (Paraná State), located on the banks of the Paraná River. Their objective is to outline actions and strategies with the purpose of building methodological paths to insert environmental education into the school curriculum. Based on the action-research methodology, the group has developed the following programs: a) the Continuing Education Program in Environmental Education; b) the Development of Interdisciplinary Projects; c) the Insertion of Information and Communication Technologies (ICTs); and d) the Production of Teaching Materials. The evaluations of the programs indicate that teachers have been able to gradually build a theoretical and methodological basis for environmental education while simultaneously growing into the role of teacher-researchers as they create the conditions to investigate their pedagogical practices, reflect upon them, share experiences, innovate, and make the teaching-learning process more significant. Allied to the advances in educational practices and with the aid of ICTs, the activities developed in the classroom, in the field and in the lab - all of which involve natural and cultural aspects of the region - have contributed to teachers' and students' better understanding of the ecological, cultural, social and economic value of the floodplain, and consequently, of the importance of preservation and management in order to maintain local biodiversity.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Today, introducing Urban Heritage into the architectural education curriculum is becoming an important component of the learning experience. It strengthens the sense of belonging, national pride, and cultural identity of students as an active and remarkable part of their history that guides their future. Urban Heritage allows previous generations a better understanding of their long and rich history. The main objective for introducing Urban Heritage into the architectural education was to link heritage practice with teaching and research activities, as well as to create synergies between the educational activities and the surrounding community in order to ensure the preservation and the appreciation of the heritage. As part of Hekma School of Design and Architecture, the architecture department at Dar Al- Hekma University reflected its mission “To graduate professionals in the field of architecture and equip them with the necessary knowledge and skills, focusing on sustainable design while preserving the cultural and aesthetic values of Saudi Arabia.” within the curriculum. The mission was materialized through a set of interdisciplinary and co-curricular activities and initiatives for the promotion, conservation and revitalization of urban heritage in Saudi Arabia. Those actions were determined to create a dynamic environment for social, cultural and economic development at large. The plan was also to strengthen students’ appreciation of urban heritage through the sharing and exchanging of knowledge, skills, and experience between the pedagogical activities and the real practices for mutual enrichment. Often, each activity was dedicated to a given heritage theme. The activities are structured in thematic subjects covering many areas, such as heritage and sustainable development, theory and practices of conservation, adaptive re-use of heritage buildings, inter-disciplinary research investigations, heritage for dialogue, and reconciliation, among other themes. The creation of the architecture curriculum in the fields of urban heritage was the first step to share knowledge and competencies, and to encourage professors and students' participation in heritage safeguarding projects. Besides, this program tends to promote inter-cultural dialogues through heritage appreciation. The paper investigates the challenges associated with studying heritage in architecture, as well as opportunities for students to be more excited about studying heritage, develop their skills, and be self-motivated. It is expected that the paper will analyze Dar Al-Hekma University educational experience in integrating urban heritage within the architectural education curriculum among other national and international experiences. It will evaluate related teaching approaches and draw thoughtful conclusions in order to use this unique pedagogical process and learning outcomes in enhancing the heritage appreciation and its practices.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The purpose of this research and development research was (1) to produce a humanistic social-based learning model that was suitable for the mathematical communication skills of elementary school students and (2) to test its effectiveness. The type of research used was RnD with a 4-D development model developed by Thiagarajan. The research subjects on a small scale were 4 students of grade IV and on a wide scale were all students in grade IV of SD Taman Muda IP. The data analysis technique used descriptive qualitative and quantitative. Qualitative analysis technique was used to describe the stages of developing a humanistic social-based learning model in improving mathematical communication skills. Quantitative analysis techniques were utilized to test the validity, practicality, and effectiveness. Based on research data, validation tests from experts and practitioners, it can be concluded that the humanistic social-based learning model in improving the mathematical communication skills of elementary school students was valid, practical, and effective. After going through the validation stage, both experts and practitioners, the product developed was said to be valid (feasible and can be used). After being tested on a small scale and a large scale, the product developed was included in the practical and effective criteria. Thus, the developed model can be used as reference material in enriching the learning process in elementary schools so that it is hoped that student learning outcomes can alsobe enhanced Keywords: humanistic, communication, mathematics, social. References: Aloni, N. 2013. Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067-1081. Ansari, B. I. 2012. Komunikasi Matematik dan Politik. Banda Aceh: Yayasan Pena. Annisa, W.N. 2014. “Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematik Melalui Pembelajaran Pendidikan Matematika Realistik Untuk Siswa SMP Negeri Di Kabupaten Garut”. Jurnal Pendidikan dan Keguruan Vol. 1 No. 1, artikel 8. Ärlebäck, J.B., & Doerr, H.M. 2017. Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence. ZDM - Mathematics Education, 50(1–2), 187–200. Bozkurt, G. 2017. Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?, Journal of Education and Practice, 2017. Journal of Education and Practice, 8(3), 210–218. Cole, M. 1985. The Zone of Proximal Development: Where Culture and Cognition Create Each Other. In J.V. Wertsch (ed.), Culture, Communication and Cognition, p. 146-161. Cambridge: Cambridge Darminto, B. 2014. Penerapan Teori Maslow Pada Pembelajaran Matematika di SD. Jurnal Pendidikan, Volume 23, Nomor 1. Deaton, S. 2015. Social learning theory in the age of social media: Implications for educational practitioners. Journal of Educational Technology, 12(1), 1-6. Friedlaender, D. 2019. A Humanistic Approach to Scaling Up. Research Brief. Stanford Center for Opportunity Policy in Education. Gmaj, I., & Fijałkowska, B. 2021. Between a humanistic and economic model of lifelong learning: The validation system in Poland. European Journal of Education, 56(3), 407-422. Herring, C., Rosaldo, M., Seim, J., & Shestakofsky, B. 2016. Living theory: Principles and practices for teaching social theory ethnographically. Teaching Sociology, 44(3), 188-199. Jorgensen, R., Gates, P., & Roper, V. 2014. Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 87(2), 221-239. Kemdikbud. 2013. Modul Pelatihan Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan. Kirschner, P.A., Sweller, J., & Clark, R.E. 2006. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 111–127. Koswara, D. 2015. Pembelajaran Kreatif dan Bermakna. Bandung: Universitas Pendidikan Indonesia Lerman, S. 2000. The social turn in mathematics education research. Multiple perspectives on mathematics teaching and learning, 1, 19-44. Lestari, L.A.S., Sumantri, & Suartama. 2014. Pengaruh Model Pembelajaran Bandura Terhadap Kinerja Ilmiah dan Hasil Belajar IPA Peserta didik Kelas IV SD. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha Jurusan PGSD., Vol: 2 No: 1. Lipeikienė, J. 2009. Development of a Mathematical Communication Curriculum. Informacijos Mokslai/Information Sciences, 50. Morris, C.W. 1994. Norm, Values, and Society. Wien: Kluwer Academic Publisher. Moshman, D. 1998. Cognitive development beyond childhood. In W. Damon (Series Ed.) Mullis, I.V., Martin, M.O., Foy, P., & Arora, A. 2012. TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. NCTM. 2000. Principles and standards for school mathematics. Reston, VA: NCTM. Pais, A., & Valero, P. 2014. Whither social theory?. Educational Studies in Mathematics, 87(2), 241-248. Palincsar, A.S. 1998. Keeping the metaphor of S\scaffolding fresh – A response to C. Prawat, R.S. 1992. Teachers’ Beliefs about Teaching and Learning: A Constructivist Perspective. American Journal of Education, 100(3), 354–395. Puskur. 2002. Kurikulum dan Hasil Belajar. Kompetensi Dasar Mata Pelajaran Matematika Sekolah Dasar dan Madrasah Ibtidaiyah. Jakarta: Balitbang Depdiknas. Ramdani, Y. 2012. “Pengembangan Instrumendan Bahan Ajar untuk Meningkatkan Kemampuan Komunikasi, Penalaran, dan Koneksi Matematisdalam Konsep Integral”. Jurnal Penelitian Pendidikan. Vol. 13. No. 1, pp. 47-48. Rismawati, M., & Setiawan, B. 2017. Membangun Kemampuan Komunikasi Matematis Peserta Didik pada Mata Kuliah Konsep Dasar Matematika SD Prodi PGSD. Jurnal Pendidikan Dasar PerKhasa, 3(2), 462–472. Sapriati, A., & Zuhairi, A. 2010. Using Computer-Based Testing as Alternative Assessment Method of Student Learning in Distance Education. Turkish Online Journal of Distance Education, 11(2), 161-169. Schneider, T.L. 2021. A social constructivist grounded theory of school principal legal learning. Journal of Research on Leadership Education, 16(3), 226-242. Sholeh, M. 2007. “Perencanaan Pembelajaran Mata Pelajaran Geografi Tingkat SMA dalam Konteks KTSP”. Jurnal Geografis FIS UNNES. Vol. 4, No.2, 129- 137. Suhendra. 2015. Pengembangan Kurikulum dan Pembelajaran Matematika. Jakarta: Universitas Terbuka Thiagarajan, S., Semmel, D.S. & Semmel, M.I. 1974. Instructional development for training teachers of exceptional chil­dren. Bloomington: Indiana University. Turmudi. 2009. “Students’S Responses To The Realistic Mathematics Teaching Approach In Junior Secondary School”, Indonesia University Of Education, Proceeding Of IICMA Van de Walle, J.A., Karp, K.S., & Bay-Williams, J. M. 2010. Elemnatary School Mathematics: Teaching developmentally (7th ed). Boston: Allyn & Balcon. Villares, E., Lemberger, M., Brigman, G., & Webb, L. 2011. Student Success Skills: An evidence‐based school counseling program grounded in humanistic theory. The Journal of Humanistic Counseling, 50(1), 42-55. Vygotsky, L.S. 1978. Mind In Society. Cambridge: Harvard University Press. Windsh*tl, M. 2004. The Challenges of Sustaining a Constructivist Classroom Culture, dalam Leonard Abbeduto, Taking Sides: Clashing Views on Controversial Issues in Educational Psychology, McGrawHill/Dushkin Woolfolk, A. 2009. Educational Psychology (8th ed.). New York: Allyn and Acon.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher (1st ed.). Routledge. Arysandhi, K. N., & Meitriana, M. A. (2014). Studi Komparatif Motivasi Belajar Siswa pada Mata Pelajaran IPS antara Moving Class dengan Kelas Menetap di SMPN 1 Kerambitan dan SMPN 2 Tabanan Tahun Pelajaran 2013/2014. Ekuitas-Jurnal Pendidikan Ekonomi, 2(1), 30–39. Bawa, P. (2020). Learning in the age of SARS-COV-2 : A quantitative study of learners ’ performance in the age of emergency remote teaching. Computers and Education Open, 1(October), 100016. https://doi.org/10.1016/j.caeo.2020.100016 Bialek, S., Gierke, R., Hughes, M., McNamara, L., Pilishvili, T., & Skoff, T. (2020). Morbidity and mortality weekly report (mmwr) - Coronavirus Disease 2019 in Children — United States, February 12–April 2, 2020. Morbidity and Mortality Weekly Report, 69, 2–6. https://www.cdc.gov/coronavirus/2019-ncov/downloads/pui-form.pdf. Boardman, M. (2003). Changing Times: Changing Challenges for Early Childhood Leaders. Australasian Journal of Early Childhood, 28(2), 20–26. https://doi.org/10.1177/183693910302800205 Bronfenbrenner, U. (1979). The ecology of human development (1st ed.). Harvard University Press. Chen, Y. T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127–141. https://doi.org/10.1177/1836939120918503 Choi, N., & Jung, H. (2020). Temperament and Home Environment Characteristics as Predictors of Young Children ’ s Learning Motivation. Early Childhood Education Journal, 1994. https://doi.org/10.1007/s10643-020-01019-7 Counselman, K. P., & Jones, E. (2001). Distance learning in early childhood teacher education: The experience of Pacific Oaks College. Journal of Early Childhood Teacher Education, 22(4), 225–230. https://doi.org/10.1080/1090102010220402 Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 6. https://doi.org/10.1007/s11125-020-09464-3 Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Pearson. Diningrat, S. W. M., Nindya, M. A., & Salwa. (2020). Cakrawala Pendidikan ,. Cakrawala Pendidikan, 39(3), 705–719. https://doi.org/10.21831/cp.v39i3.32304 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Dong, Y., Dong, Y., Mo, X., Hu, Y., Qi, X., Jiang, F., Jiang, Z., Jiang, Z., Tong, S., Tong, S., & Tong, S. (2020). Epidemiology of COVID-19 among children in China. Pediatrics, 145(6). https://doi.org/10.1542/peds.2020-0702 Eliza, D. (2013). Penerapan Model Pembelajaran Kontekstual Learning (CTL) Berbasis Centra di Taman Kanak-Kanak. Pedagogi: Jurnal Ilmiah Ilmu Pendidikan, XIII(2), 93–106. Fadlilah, azizah nurul. (2021). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 373–384. https://doi.org/10.31004/obsesi.v5i1.548 Fenech, M. (2013). Quality early childhood education for my child or for all children?: Parents as activists for equitable, high-quality early childhood education in Australia. Australian Journal of Early Childhood, 38(4), 92–98. https://doi.org/10.1177/183693911303800413 Gibson, M. (2013). “I want to educate school-age children”: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127–137. https://doi.org/10.2304/ciec.2013.14.2.127 Hamzah, N. (2016). Pelaksanaan Pembelajaran BCCT Bagi Anak Usia Dini ; Study Pelaksanaan BCCT Di Tk Islam Mujahidin Pontianak. At-Turats: Jurnal Pemikiran Pendidikan Islama, 10(2), 119–131. Hasan, M. S., & Saputri, D. E. (2020). Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01442-y A Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29. https://doi.org/10.1177/183693910803300105 Kim, J. (2020). Learning and Teaching Online During Covid ‑ 19 : Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kurniati, E., Kusumanita, D., Alfaeni, N., & Andriani, F. (2021). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241–256. https://doi.org/10.31004/obsesi.v5i1.541 Lopes, H., & Mckay, V. (2020). pandemics : The COVID ‑ 19 experience. International Review of Education, 0123456789. https://doi.org/10.1007/s11159-020-09843-0 Macartney, K., Quinn, H. E., Pillsbury, A. J., Koirala, A., Deng, L., Winkler, N., Katelaris, A. L., & Sullivan, M. V. N. O. (2020). Articles Transmission of SARS-CoV-2 in Australian educational settings : a prospective cohort study. Lancet Child Adolesc Health 2020, 4642(20), 1–10. https://doi.org/10.1016/S2352-4642(20)30251-0 Marina, Indrawati, H., & Suarman. (2019). Application of Moving Class Learning Models and Teacher Pedagogical Competence on Learning Motivation and Student Learning Discipline. Journal of Educational Sciences, 3(1), 72–83. https://doi.org/doi.org/10.31258/jes.3.1.p.72-83 McLean, K., Edwards, S., & Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood, 45(2), 155–169. https://doi.org/10.1177/1836939120918484 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 248–261. https://doi.org/https://doi.org/10.21009/JPUD.142.04 Panovska-griffiths, J., Kerr, C. C., Stuart, R. M., Mistry, D., Klein, D. J., Viner, R. M., & Bonell, C. (2020). Articles Determining the optimal strategy for reopening schools , the impact of test and trace interventions , and the risk of occurrence of a second COVID-19 epidemic wave in the UK : a modelling study. The Lancet Child and Adolescent Health, 4642(20), 1–11. https://doi.org/10.1016/S2352-4642(20)30250-9 Piquero, A. R., Riddell, J. R., Bishopp, S. A., Narvey, C., Reid, J. A., & Piquero, N. L. (2020). Staying Home , Staying Safe ? A Short-Term Analysis of COVID-19 on Dallas Domestic Violence. American Journal of Criminal Justice, 601–635. https://doi.org/https://doi.org/10.1007/s12103-020-09531-7 Pramling, I., Judith, S., Elin, T. W., & Ødegaard, E. (2020). The Coronavirus Pandemic and Lessons Learned in Preschools in Norway , Sweden and the United States : OMEP Policy Forum. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-020-00267-3 Pribadi, H., & Harjati, P. (2013). Analisis Pembelajaran Fisika dalam Sistem Moving Class di SMP Negeri 1 Pekalongan Lampung Timur Tahun Pelajaran 2012/2013. JPF, 32–41. Project Tommorow & Blackboard. (2017). Trends in Digital Learning: Building teachers’ capacity and competency to create new learning experiences for students. https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. http://orcid.org/0000-0002-5618-2486%0AAbstract. Ramdhani, M. T. (2016). Model Pelaksanaan Pembelajaran Pendidikan Agama Islam dengan Sistem Moving Class dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa SMP IT Sahabat Alam. Anterior Jurnal, 15(2), 212–221. Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models (R. D. Myers (Ed.); IV). Routledge. Sangsawang, T. (2020). Indonesian Journal of Science & Technology An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis. 5. Schmerse, D., Anders, Y., Wieduwilt, N., & Tietze, W. (2018). Differential effects of home and preschool learning environments on early language development. British Educational Research Journal, 44(2), 338–357. https://doi.org/10.1002/berj.3332 Schreier, M. (2013). Qualitative Content Analysis (First Edit). SAGE Publications. Shisley, S. (2020). Emergency Remote Learning Compared to Online Learning. Learning Solution. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning Son, S., & Morrison, F. J. (2010). The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children. 46(5), 1103–1118. https://doi.org/10.1037/a0020065 Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315–329. https://doi.org/10.1080/09669760.2010.531916 Sudrajat, C. J., Agustin, M., Kurniati, L., & Karsa, D. (2021). Strategi Kepala TK dalam Meningkatkan Mutu Pendidikan pada Masa Pandemi Covid 19 Abstrak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 508–520. https://doi.org/10.31004/obsesi.v5i1.582 Sumindar, A., & Wahyu, L. (2012). Model Pembelajaran Moving Class Mata Pelajaran Seni Budaya dan Implikasinya terhadap Kemandirian Siswa (Kajian Kasus) di SMA Karangturi Semarang. Catharsis: Journal of Arts Education, 1(2), 21. Supriatna, R., Hafidhuddin, D., & Syafri, U. A. (2018). Model Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Q.S Lukman Ayat 12-19. Tawazun: Jurnal Pendidikan Islam, 11(2), 1–11. Syarah, E. S. (2020). Understanding Teacher ’ s Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 202–214. https://doi.org/https://doi.org/10.21009/JPUD.142.01 Tang, Y., & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00188-0 Thompson, M. (2019). Early Childhood Pedagogy in a Socio ‑ cultural Medley in Ghana : Case Studies in Kindergarten. International Journal of Early Childhood, 51(2), 177–192. https://doi.org/10.1007/s13158-019-00242-7 Togher, M., & Fenech, M. (2020). Ongoing quality improvement in the context of the National Quality Framework: Exploring the perspectives of educators in ‘Working Towards’ services. Australasian Journal of Early Childhood, 45(3), 241–253. https://doi.org/10.1177/1836939120936003 UNESCO. (2020). UNESCO’s support: Educational response to COVID-19. Unesco. https://en.unesco.org/covid19/educationresponse/support Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wiresti, R. D. (2021). Analisis Dampak Work From Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 641–653. https://doi.org/10.31004/obsesi.v5i1.563 Wiwatowski, M., Page, J., & Young, S. (2020). Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Актуальность исследования определяется тем, что электронные образовательные ресурсы (ЭОР) являются новым средством обучения в школе. Студентам магистратуры - будущим педагогам важно знать дидактические возможности ЭОР и методику их использования в условиях цифровизации образования. Проблема исследования: место и значение электронных образовательных ресурсов в системе профессиональной подготовки обучающихся магистратуры в Адыгейском государственном университете. Цель исследования: выявление возможностей информационных технологий для проектирования основных образовательных программ учебных курсов будущими педагогами. Методы исследования: анализ, синтез, абстрагирование, обобщение. Результаты исследования: раскрыты методические основы формирования навыков использования ЭОР у магистрантов направления подготовки «Педагогическое образование» при изучении дисциплин естественно-математического цикла по магистерской программе «Современные образовательные технологии в начальной школе». В составе фонда оценочных средств с целью текущей аттестации магистрантов рассматриваются задания творческого характера, направленные на практическое использование ЭОР (электронных учебников, электронных справочников, каталогов ЭБС; мультимедийных презентаций, конструктора сайтов). Организация самостоятельной работы с ЭОР в условиях дистанционного обучения магистрантов в Адыгейском государственном университете осуществляется на платформе СДО MOODLE. Представлены результаты экспериментальной апробации методики использования ЭОР при изучении дисциплин естественно-математического цикла магистрантами Адыгейского государственного университета. Выводы исследования: применение электронных образовательных ресурсов в профессиональной подготовке будущих педагогов способствует развитию предметно-педагогической и общепедагогической ИКТ-компетентностей. Для эффективного применения ЭОР необходимо ориентироваться на организационно-методические аспекты: модернизацию учебной программы, структурирование учебного материала, использование интерактивных форм работы. The relevance of the research is determined by the fact that electronic educational resources (EER) are a new means of teaching at school. It is important for graduate students - future teachers to know the didactic possibilities of EER and the methodology for using them in the context of the digitalization of education. Research problem: the place and importance of electronic educational resources in the system of professional training of master students at Adyghe State University. Purpose of the study: identifying the possibilities of information technology for the design of the main educational programs of training courses by future teachers. Research methods: analysis, synthesis, abstraction, generalization. Results of the research: the publication discloses the methodological foundations of the formation of skills in the use of EER among master students of the direction of training "Pedagogical Education" in the study of disciplines of the natural and mathematical cycle under the master's program "Modern educational technologies in primary school". As part of the fund of assessment tools for the current certification of master students, tasks of a creative nature are considered, aimed at the practical use of EER (electronic textbooks, electronic reference books, EBS catalogs; multimedia presentations, website builders). The organization of independent work with EER in the conditions of distance learning for master students at the Adyghe State University is carried out on the platform of the MOODLE SDO. The results of experimental approbation of the methodology of using EER in the study of the disciplines of the natural-mathematical cycle by master students of Adyghe State University are presented. Conclusions of the research: the use of electronic educational resources in the professional training of future teachers contributes to the development of subject-pedagogical and general pedagogical ICT competences. For the effective use of EER, it is necessary to focus on the organizational and methodological aspects: modernization of the curriculum, structuring of educational material, the use of interactive forms of work.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Dr. Jill Drake is both Professor in the College of Education and Associate Vice President for Academic Affairs at the University of West Georgia. In the latter role, she currently oversees academic programming and assessment, transfer agreements, and internal curriculum approval processes. Jill has experience teaching face-to-face and online courses at the graduate and undergraduate levels in educational foundations, early childhood, and elementary education. Her research focuses on assessment in K-5 mathematics education, problem posing, and teaching mathematics to diverse populations. Internationally recognized for her research on problem posing, Dr. Drake has published two mathematics activity books for high school and middle school students. Prior to her appointment at the University of West Georgia, Jill was an educator at the early childhood, elementary, and middle school levels. She completed a Bachelor of Science in Elementary Education, a Master of Education in K-12 School Counseling, and a Specialist in Health and Rehabilitative Services at Florida State University. She holds a Doctorate of Education in Curriculum and Supervision from the University of Georgia and completed a postdoctoral program in math education at the University of West Georgia.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Theme:Transformational Learning Campuswide: Insights to Enhance Student EngagementSeptember 20, 2013 Conference Director:Kimberly Eby (Center for Teaching & Faculty Excellence) Conference Coordinator:Ashleen Gayda (Center for Teaching & Faculty Excellence) (Retroactive) Conference Proceedings:Laura Lukes (Center for Teaching & Faculty Excellence)Chyna Staten (Center for Teaching & Faculty Excellence) Logistical Coordination:Karen Tai (Office of Events Management) Logistical Support:Events productionShannon DavisRebecca JonesLisa ListerSamira LloydLindsey LowenbergDenise NazaireHermoine PickettShawn Lee’s Tourism StudentsThe Writing Center Tutors Co-Sponsors: Blackboard, Inc.; 4-VA; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; GMU Bookstore; Graduate Student Life; Higher Education Program; Mason Inn Conference Center & Hotel; Of ce of Student Scholarship, Creative Activities, and Research; Online Education; School for Con ict Analysis and Resolution; School of Management; School of Public Policy; University Libraries; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The education reform in Kenya recommended phasing out of the 8-4-4 education system to embrace the 2-6-3-3-3 competency based curriculum (CBC). The embraced curriculum has three learning pathways or pillars at senior secondary and university education. The three pathways are Talent Pillar, Languages and Social Sciences Pillar, Science, Technology, Engineering and Mathematics (STEM) pillar. The Higher Education Curriculum Framework (HECF) and universities are yet to provide clear policy guidelines for training teachers and align their skill and competencies with the CBC curriculum framework. The phenomenon is compounded by the fact that, the Ministry of Education through teacher service commission without any empirical data suggested the bedrock of education training programs, the Bachelor of education arts (B. Ed, arts) and Bachelor of Education science (B.Ed. arts) programs to be eradicated in favor of Bachelor of Arts (B.A) and Sciences (B.Sc.) as the pathways to teaching profession through a Post Graduate Diploma in Education (PGDE). The Teachers Service Commission is championing multi-tasking competences where those graduates teaching in secondary schools should be trained to teach more than the traditional two teaching subjects. The Basic Education Curriculum Framework (BECF) has categorized Junior and Senior Secondary School levels which the training of teachers in the university education program must align itself with. While students study all the compulsory subjects in junior secondary, they branch to specialize in their preferred pathways at senior secondary levels. The recruitment of students to both public and private universities for teaching career is based on high school credentials that have now to consider talent including talents in sports, creative and performing arts. The study was designed to explore the teacher training programs embracing talent for university education in order to address both the needs of Junior and senior secondary schools under the three pillars embraced in the Competency Based Curriculum (CBC) in Kenya.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

High school science, technology, engineering, and math (STEM) curricula are generally knowledge-based in methodology and focus on content delivery in preparation for post-secondary study. However, the rapid technological change at the cutting edge and the rate of global integration in STEM highlight the importance in developing a holistic critical thinking framework for student learning. In 2016, graduate students at the Institute of Biomaterials & Biomedical Engineering created Discovery, a collaborative high school educational program focused on critical thinking skill development through inquiry in the context of biomedical engineering (BME) [1]. Aligning with demonstrated evidence that inquiry-based active learning approaches are more effective in enhancing student learning than traditional teaching methods [2], evaluation in Discovery reinforces the value of a differential learning environment for high school STEM students who struggle in a knowledge-focused classroom [3,4]. In addition, the Discovery model is shown to enhance student attitudes towards STEM and post-secondary education, meanwhile providing robust opportunity for graduate trainees to develop and apply pedagogical skills through development of curriculum appropriate for university-preparatory students. Program impact provides opportunities to discuss this unique learning framework, collaborative delivery strategy, and implementation strategy of Discovery as a resource for translation to disciplines beyond BME, and institutions beyond the University of Toronto.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This paper examines learning and academic analytics and its relevance to distance education in undergraduate and graduate programs as it impacts students and teaching faculty, and also academic institutions. The focus is to explore the measurement, collection, analysis, and reporting of data as predictors of student success and drivers of departmental process and program curriculum. Learning and academic analytics in higher education is used to predict student success by examining how and what students learn and how success is supported by academic programs and institutions. The paper examines what is being done to support students, whether or not it is effective, and if not why, and what educators can do. The paper also examines how these data can be used to create new metrics and inform a continuous cycle of improvement. It presents examples of working models from a sample of institutions of higher education: The Graduate School of Medicine at the University of Wollongong, the University of Michigan, Purdue University, and the University of Maryland, Baltimore County. Finally, the paper identifies considerations and recommendations for using analytics and offer suggestions for future research.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Theme: Signature Learning ExperiencesSeptemer 19, 2014 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee:Jan ArminioKimberly EbyKat Hithco*ckMichelle LaFranceSusan LawrenceJessica MatthewsJanette MuirSteve NodineDiane SmithJoy TaylorBethany Usher Logistical Coordination:Ashleen Gayda (Center for Teaching and Faculty Excellence)Tamara Day (Office of Events Management) Logistical Support:Events ProductionSamira LloydLindsey LowenburgDenise Nazaire Conference Proceedings:Laura LukesEmily LambackChyna Staten (Retroactive) Sponsors: Blackboard, Inc.; 4-VA; University Libraries; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; Graduate Student Life; Higher Education Program; Hylton Performing Arts Center; Mason Athletics; Mason Bookstore; O ce of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Confiict Analysis and Resolution; School of Business; School of Policy, Government, and International Affairs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center. Session Hosts & Volunteers: Sarah Davis Randy Gabel Ariel Goldenthal Caitlin HolmesMichelle Hughes David KravitzMichelle LaFrance Shawn Lee Jamie LesterLindsey LowenbergJames Merrifield Janette MuirJeff OffuttJulie Owen PsycheReadyEsperanza Roman-MendozaDanielle RudesBob Sachs Lesley Smith Christine SpillsonJoy TaylorBethany UsherShannon Williams

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The curriculum can be understood as one of the matrixes in which varied forms of social production are personalized, however, a large part of school curricula has disfavored the social classes most vulnerable. To overcome this, some proposals for curricular reconfiguration emerged in order to promote contextualized and intrinsic of the Science Teaching. The objective of this article is to present the emergency process and the rationale for the proposal of curricular reconfiguration Integrator Scenario built in the context of the GPeCFEC. This proposal integrates sets of elements that enable the study of themes, situations and real problems of social relevance. Thus, a documental analysis was carried out based on a bibliographic survey of monografies and master’s thesis developed respectively within the scope of the Degree in Chemistry and the Graduate Program in Science Education, both from the University. The results of this study show that the Integrator Scenario gives work pedagogical, critical and social perspective beyond the concept learning. This proposal can also contribute to the integration of school, academic and social spaces, in addition to encouraging the different performance of future teachers and the continuing education of their participants.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Theme:The Science of Learning: Using Research to Improve Teaching7th Annual ConferenceSeptember 18, 2015 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee: Boicu, MihaiBoyette, JoannaClare, KatieCressman, RobEby, KimEdwards, CodyGeorge, ChristianGliozzi, MarioGoldman, JonathanHannan, HeatherKoch, LisaKravitz, DavidLawrence, SusanLukes, LauraMallett, KarynOffutt, JeffOlesova, LarisaOwen, JuliePettigrew, KathyReid, ShelleyRogers, PaulSaleem, RajaSaunders, CathyScott Constantine, LynneUsher, BethanyWarren, JohnWest, PatriciaWillis, OdetteWolf, PaigeYigit, Erdal Logistical Coordination:Ashleen Gayda (Center for Teaching & Faculty Excellence)Tamara Day (Events Management) Logistical Support:Office of Events ManagementEvents ProductionMason CateringAndrew Cote (OSCAR)Samira Lloyd (OSCAR)Denise Nazaire (OSCAR) Conference Proceedings:John WarrenJeri WieringaLaura LukesAshleen GaydaEmily LambackChyna Staten (Retroactive) Sponsors: BlackboardGeorge Mason University LibrariesGeorge Mason Publishing GroupProQuestUPCEABarnes & Noble College: George Mason Bookstore4-VAThe New York Times in Education Supporters:College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Graduate Student Life; Higher Education Program; Information Technology Services; Office of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Conflict Analysis and Resolution; School of Business; School of Policy, Government, and International A airs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.Volunteers:Dorothy Amoah-Darko, Sam Ashworth, Jesse Capobianco, Cameron Carter, Andrew Cartwright, Zella Christensen, Lynne Scott Constantine, Svetlana Filiatreau, Andrew Finn, Darcy Gagnon, Liesel Hamilton, Caitlin Holmes, Tabine Kamaleddine, Mills Kelly, Joey Kuhn, Ying-Ying Kuo, Shawn Lee, Jaime Lester, Jessica Matthews, Je O utt, Larisa Olesova, Julie Owen, Nathalia Peixoto, Richena Purnell-Sayle, Esperanza Roman-Mendoza, Robert Sachs, Catherine Saunders, Linda Sheridan, Darlene Smucny, Debra Sprague, Carol Stiller, Bethany Usher, John Warren, Gerald Weatherspoon, Margaret Weiss, and the students of TOUR 440. of Engineering; Writing Across the Curriculum; and The Writing Center.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

<p>This study determines the employability and satisfaction of the graduates of the mathematics education programs of the University of Science and Technology of Southern Philippines (USTP)-Cagayan de Oro City, namely, Bachelor of Secondary Education major in Mathematics, Master of Science in Teaching Mathematics (MST-Math) and Doctor of Philosophy in Mathematical Sciences major in Mathematics Education for the academic year 2012 to 2018 for the BSEd Mathematics and AY 1999-2018 for the graduate programs. This study utilized a modified Graduate Tracer Study (GTS) questionnaire developed by the Commission on Higher Education (CHED). The mathematics education graduates completed the GTS questionnaire through face-to-face/personal and online using the Google Forms created and sent to the graduates. Results of the data gathered revealed that the graduates of the BSEd Mathematics and MST-Mathematics program are highly employable as secondary school mathematics teachers in both public (Department of Education (DepEd)) and private institutions in the region while the graduates of the Doctor of Philosophy in Mathematical Sciences major in Mathematics Education are highly employable as mathematics instructors or professors while some are holding administrative positions in higher education institutions (HEIs), both public and private in the region. This shows that the program curriculum was very relevant and useful in their current employment status. Moreover, the mathematics education graduates are highly satisfied with the USTP services, facilities, learning environment and more importantly the knowledge and technical skills including problem solving, research, communication, ICT and human relation skills acquired during their academic years in the university. It is then recommended that the USTP mathematics education programs, both undergraduate and graduate level may be enhanced by reducing courses on pure mathematics and adding more courses on leadership and technology innovation and may offer a master’s program exclusively designed for elementary mathematics teachers in the field.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0820/a.php" alt="Hit counter" /></p>

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

“Why would I go to the library if I can get all I need from the web?” This question should sound familiar to anyone teaching media studies in a tertiary institution today, and it is becoming an increasingly common question. It is also a question that typifies what has been called the Net Generation, and at the same time raises important questions about the way we teach this generation, particularly when it comes to media education. No longer can we assume that students will actually take the time to read the required readings that we have so painstakingly put together, because it is simply not their way of approaching or engaging with information. The concept of scanning sums it up beautifully: they scan for information, rather than search for specific texts to be engaged with in depth. As Diana and James Oblinger note, “individuals raised with the computer deal with information differently compared to previous cohorts: they develop hypertext minds, they leap around. A linear thought process is much less common than bricolage, or the ability to piece information together from multiple sources” (2.4-2.5). In short, they develop scanning minds. At the risk of sounding ‘old school’, let’s stop and reflect on this for a moment. Firstly, there is the problematic notion of the Net Generation, and in particular its ‘generation’ component. Similar to previous generational constructs like Gen X, Y, Dot.Com Gen, etcetera, it implies that the Net Generation’s characteristics are specifically age related. It can be argued, however, that they are driven by technology (in its social and cultural context…naturally): in other words, regardless of your age, if you engage with a wide variety of media across different platforms in a sustained manner, you are just as likely to develop a scanning mind as any first year student, since the brain is a muscle which is remarkably adept at adapting. Secondly, if we accept that the scanning mind is here to stay, which will take a considerable shift, judging from the frequent rumbles in institutional corridors about the lack of student engagement in classrooms (and I’m certainly not exempt from this myself), then that raises a number of very important, and potentially uncomfortable, questions about our practice in classrooms. For example, if a scanning mind is the equipment that students bring to our lecture theatres, is it appropriate to expect them to listen to us in a sustained manner for two hours, like we have done since time immemorial? Similarly, is the general tutorial format of ‘required reading—discussion about the required reading’ the best way to engage students if the majority consistently fail to make it to the end of that reading? If we can identify what the characteristics of the Net Generation are, should we redesign our teaching practice to suit those characteristics? What are the implications of that for the various types of skills (including generic skills) we imagine to be worthy outcomes of a university degree (or ‘graduate capabilities’ in management speak)? Diana and James Oblinger (2.6-2.7) identify the following characteristics in the Net Generation: ability to read visual images (more comfortable in image-rich environments than with text) visual-spatial skills (developed through playing games) experiential (they learn better through discovery than by being told) ability to shift their attention rapidly from one task to another digitally literate connected/social (peer-to-peer approach) The ability to read visual images sits well with the often heard claim that this generation is ‘media savvy’, but there is a big difference between being able to read (and scan) images and being able to critically engage with those images. The latter poses a challenge to educators, because it is in this realm that traditional academic skills become important. In 1996, an influential paper in the Harvard Educational Review by the so-called New London Group, developed what they called a ‘pedagogy of multiliteracies’, in which they argued for a re-think of what we traditionally understand by literacy (i.e. text-based), to account for “the bourgeoning variety of text forms associated with information and multimedia technologies” (1-2). They implicitly suggest that we need to teach students multiliteracies, but this raises the question of what we understand by multiliteracies. According to Kalantzis and Cope, “meaning is made in ways that are increasingly multimodal—in which written linguistic modes of meaning interface with visual, audio, gestural, and spatial patterns of meaning” (9). This is only sporadically acknowledged in current teaching, and if incorporated at all, its application is generally left to the discretion of individual course coordinators, rather than integrated across the curriculum. At the same time, however, the characteristics of the Net Generation, as outlined above, suggest that there are many skills associated with a multimedia environment that we may not need to teach students. For example, when it comes to visual-spatial skills, developed through game playing, they can probably teach us more than what we can teach them. What the above list of characteristics allows us to do however, is to shift our focus to creatively incorporate the skills that students come equipped with in ways that would teach them the critical skills we want them to develop. This is precisely what MIT’s Comparative Media Studies Program has been concerned with in recent years: collaborating with a variety of partners, ranging from Microsoft to the Royal Shakespeare Company, they have developed gaming scenarios that “cut across different game genres, different academic fields, different pedagogical models, and different strategies for integrating games into the classroom” (Squire and Jenkins 10). There is recognition in their educational game designs that the Net Generation is more comfortable in image-rich environments, that they are experiential learners, that they have the ability to shift their attention rapidly from one task to another, and that they prefer a peer-to-peer approach. The games are designed for different disciplines, from science to history and literary studies, and some are multiplayer games while others are single player games. Students experience the games “not simply as readers or spectators but as players, directors, and authors” (Squire and Jenkins 21). Built into the game designs are mechanisms that stimulate critical thinking (and indeed the acquisition of knowledge); in order to win the game, students need to collaborate (social peer-to-peer interaction), find information, and reflect on their practice. Squire and Jenkins’ examples include a game which allows students to analyse a Shakespeare play (The Taming of the Shrew) by occupying the director’s chair, and an American history game where players fill the shoes of decision makers in history and thus have the ability to ‘virtually’ re-write history, as long as they take responsibility for their decisions. With some creative thinking, these examples could very well be applied to the study of films, television programs, media companies, or even games themselves. The MIT Program is still in its early stages, and there are many issues to be considered, both logistical and philosophical, and many pilot programs to scan, before radically changing age old practices. Furthermore, there is a need to be very clear on pedagogical objectives and projected outcomes, in order to not throw the baby out with the bathwater. In an increasingly competitive higher education context, the temptation to ‘please’ students/clients and peddle to their perceived needs looms large. However, initiatives like the MIT Program show promising ways to harness the Net Generation’s ‘natural’ abilities, rather than condemning them as ‘only interested in instant gratification’. The scanning mind can be seen as a dangerous mind if it never delves below the surface, but if we instead choose to see the scanning mind as a potentially suspicious or sceptical mind, then we have taken the first step in harnessing this scepticism and transforming it into a critical mind. Postscript Despite my initial resolve to make this piece highly scannable, by keeping my sentences short and sharp, I realise I have failed miserably in this regard, which I attribute to my membership of various pre-net generations… References Kalantzis, Mary, and Bill Cope. “Introduction.” Transformations in Language and Learning: Perspectives on Multiliteracies. Ed. Mary Kalantzis and Bill Cope. Melbourne: Common Ground, 2001. 9-18. The New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66.1 (Spring 1996): 60-92. Oblinger, Diana G., and James L. Oblinger. “Is It Age or IT: First Steps toward Understanding the Net Generation.” Educating the Net Generation. Ed. Diana G. Oblinger and James L. Oblinger. Boulder: Educause, 2005. 2.1-2.20. Squire, Kurt, and Henry Jenkins. “Harnessing the Power of Games in Education.” InSight 3 (2003): 5-33. Citation reference for this article MLA Style Huijser, Henk. "Are Scanning Minds Dangerous Minds, or Merely Suspicious Minds?: Harnessing the Net Generation’s Ability to Scan." M/C Journal 8.4 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0508/09-huijser.php>. APA Style Huijser, H. (Aug. 2005) "Are Scanning Minds Dangerous Minds, or Merely Suspicious Minds?: Harnessing the Net Generation’s Ability to Scan," M/C Journal, 8(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0508/09-huijser.php>.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract Background Attaining high-quality education requires continuous evaluation and revision of the curriculum. The view of the graduate students can provide valuable insight into the necessary evaluations and revisions. Therefore, this study aimed to evaluate the opinions of midwifery graduates about midwifery education in Iran Methods This was a descriptive cross-sectional study and the research data were collected through a census sampling procedure from all (82) midwifery graduates of the Nursing and Midwifery School of Shiraz University of Medical Sciences between 2018 and 2020. The data collection instrument was a validated researcher-made questionnaire derived from the Graduation Questionnaire (GQ) developed by the Association of American Medical Colleges (AAMC). The data were then analyzed using SPSS 22. Results In this study, about 62% of the graduates were satisfied with the quality of the midwifery education they had received during the four-year program. Moreover, 61% of the graduates maintained that theoretical courses were well-integrated with the clinical experience they needed. The quality of the internships in different wards and departments was also evaluated from the viewpoints of the graduates, and the results indicated that they were relatively satisfied with their internship experiences. However, only 40% of the graduates were satisfied with the quality of their clinical evaluation, since they faced the most significant challenges in the clinical and maternity wards (47%) with the midwifery staff and gynecology residents and found the quality of facilities in the clinical program to be lacking. According to the participants, the quality of teaching was not good for some courses such as biochemistry and microbiology. Conclusion It seems that the midwifery curriculum needs to be constantly revised, aiming to improve student satisfaction with their midwifery education. Some effective measures in this regard are employing experienced professors, developing cooperation between midwifery instructors and clinical departments, and trying to improve the educational environment. Attention to the improvement of facilities and equipment and agreement between the content of the theoretical education and practical topics are also recommended to improve the quality of midwifery education.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

"The Gulf Comparative Education Society (GCES) held its fourth annual symposium under the sponsorship of the Sheikh Saud Bin Saqr Al Qasimi Foundation for Policy Research in collaboration with the Sultan Qaboos University from March 16 to 18, 2013. Entitled “Bridging the Policy/Research Divide in Education in the GCC,” the symposium was held at the Sultan Qaboos University in Muscat, Oman. It consisted of a pre-conference workshop, one keynote address, three featured panels, and 20 breakout sessions with a total of over 70 presentations by both invited speakers as well as those who had submitted abstracts. The speakers came from a wide variety of countries, including United Arab Emirates (UAE), Oman, Bahrain, Qatar, Switzerland, England, Australia, Germany, and the United States, and represented different voices in the education sector, such as policy makers, academics and researchers, school providers and leaders, consultants, and teachers. The purpose of this year’s GCES symposium was to examine the potential for policy makers in the Gulf region to devise evidence-based policies through utilizing local research in the education sector with a focus on the promise and possibilities of comparative education research to policy-making. Delivering the keynote address on the relationship between educational research and policy and practice was Professor Fernando Reimers, Ford Foundation Professor of International Education and Director of the International Education Policy Program at the Harvard Graduate School of Education. The featured panels and breakout sessions addressed the following topics: • Linking Research to Educational Policy • Implications of Technology in the Classroom • Lifelong Learning • Applying Transnational Models of Education • Evaluating and Transforming Educational Systems • Regional and International Youth Challenges • Improving Educational Quality • Research in Higher Education in Oman • Student Leadership and Development • Promoting an Education Research Culture • Perspectives on Teaching and Learning • Trends and Innovations in Education In addition, the symposium brought together over 400 participants working in a range of organizations across Oman, the Gulf States, and beyond, all of whom shared an interest in comparative education in the GCC. Following the symposium, presenters were asked if they would like to submit a 1,500 - 3,000 word paper on their presentation. This volume is the compilation of those papers that were submitted. While it does not cover all of the presentations that were made at the symposium, presentation slides for all the presentations are available on the GCES website (www.gulfcomped.ning.com). Dr. Hamood Al-Harthi - President Dr. Christina Gitsaki - Vice President Dr. Natasha Ridge and Soha Shami - Secretary Verena Woeppel - Proceedings Editor"

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–401Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–402Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.07–403Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–404Chan, Alice (City U of Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–405Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.07–406Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.07–407Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–408Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–409Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–27707–410Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–411Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.07–412Lieberman, Moti (American U, USA; aoshima@american.edu) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–413Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–414Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.07–415Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.07–416Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.07–417Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.07–418Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–419Nıxon, Helen & Barbara Comber (U South Australia, Australia; helen.nixon@unisa.edu.au), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.07–420Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.07–421Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.07–422Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.07–423Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.07–424Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.07–425Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–426Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–427Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.07–428Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.07–429Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Discussions of the economic theory of planned obsolescence—the purposeful embedding of redundancy into the functionality or other aspect of a product—in the 1980s and 1990s often focused on the impact of such a design strategy on manufacturers, consumers, the market, and, ultimately, profits (see, for example, Bulow; Lee and Lee; Waldman). More recently, assessments of such shortened product life cycles have included calculations of the environmental and other costs of such waste (Claudio; Kondoh; Unruh). Commonly utilised examples are consumer products such as cars, whitegoods and small appliances, fashion clothing and accessories, and, more recently, new technologies and their constituent components. This discourse has been adopted by those who configure workers as human resources, and who speak both of skills (Janßen and Backes-Gellner) and human capital itself (Chauhan and Chauhan) being made obsolete by market forces in both predictable and unplanned ways. This includes debate over whether formal education can assist in developing the skills that make their possessors less liable to become obsolete in the workforce (Dubin; Holtmann; Borghans and de Grip; Gould, Moav and Weinberg). However, aside from periodic expressions of disciplinary angst (as in questions such as whether the Liberal Arts and other disciplines are becoming obsolete) are rarely found in discussions regarding higher education. Yet, higher education has been subsumed into a culture of commercial service provision as driven by markets and profit as the industries that design and deliver consumer goods. McKelvey and Holmén characterise this as a shift “from social institution to knowledge business” in the subtitle of their 2009 volume on European universities, and the recent decade has seen many higher educational institutions openly striving to be entrepreneurial. Despite some debate over the functioning of market or market-like mechanisms in higher education (see, for instance, Texeira et al), the corporatisation of higher education has led inevitably to market segmentation in the products the sector delivers. Such market segmentation results in what are called over-differentiated products, seemingly endless variations in the same product to attempt to increase consumption and attendant sales. Milk is a commonly cited example, with supermarkets today stocking full cream, semi-skimmed, skimmed, lactose-free, soy, rice, goat, GM-free and ‘smart’ (enriched with various vitamins, minerals and proteins) varieties; and many of these available in fresh, UHT, dehydrated and/or organic versions. In the education market, this practice has resulted in a large number of often minutely differentiated, but differently named, degrees and other programs. Where there were once a small number of undergraduate degrees with discipline variety within them (including the Bachelor of Arts and Bachelor of Science awards), students can now graduate with a named qualification in a myriad of discipline and professional areas. The attempt to secure a larger percentage of the potential client pool (who are themselves often seeking to update their own skills and knowledges to avoid workforce obsolescence) has also resulted in a significant increase in the number of postgraduate coursework certificates, diplomas and other qualifications across the sector. The Masters degree has fractured from a research program into a range of coursework, coursework plus research, and research only programs. Such proliferation has also affected one of the foundations of the quality and integrity of the higher education system, and one of the last bastions of conventional practice, the doctoral degree. The PhD as ‘Gold-Standard’ Market Leader? The Doctor of Philosophy (PhD) is usually understood as a largely independent discipline-based research project that results in a substantial piece of reporting, the thesis, that makes a “substantial original contribution to knowledge in the form of new knowledge or significant and original adaptation, application and interpretation of existing knowledge” (AQF). As the highest level of degree conferred by most universities, the PhD is commonly understood as indicating the height of formal educational attainment, and has, until relatively recently, been above reproach and alteration. Yet, whereas universities internationally once offered a single doctorate named the PhD, many now offer a number of doctoral level degrees. In Australia, for example, candidates can also complete PhDs by Publication and by Project, as well as practice-led doctorates in, and named Doctorates of/in, Creative Arts, Creative Industries, Laws, Performance and other ‘new’ discipline areas. The Professional Doctorate, introduced into Australia in the early 1990s, has achieved such longevity that it now has it’s own “first generation” incarnations in (and about) disciplines such as Education, Business, Psychology and Journalism, as well as a contemporary “second generation” version which features professionally-practice-led Mode 2 knowledge production (Maxwell; also discussed in Lee, Brennan and Green 281). The uniquely Australian PhD by Project in the disciplines of architecture, design, business, engineering and education also includes coursework, and is practice and particularly workplace (or community) focused, but unlike the above, does not have to include a research element—although this is not precluded (Usher). A significant number of Australian universities also currently offer a PhD by Publication, known also as the PhD by Published Papers and PhD by Published Works. Introduced in the 1960s in the UK, the PhD by Publication there is today almost exclusively undertaken by academic staff at their own institutions, and usually consists of published work(s), a critical appraisal of that work within the research context, and an oral examination. The named degree is rare in the USA, although the practice of granting PhDs on the basis of prior publications is not unknown. In Australia, an examination of a number of universities that offer the degree reveals no consistency in terms of the framing policies except for the generic Australian Qualifications Framework accreditation statement (AQF), entry requirements and conditions of candidature, or resulting form and examination guidelines. Some Australian universities, for instance, require all externally peer-refereed publications, while others will count works that are self-published. Some require actual publications or works in press, but others count works that are still at submission stage. The UK PhD by Publication shows similar variation, with no consensus on purpose, length or format of this degree (Draper). Across Australia and the UK, some institutions accept previously published work and require little or no campus participation, while others have a significant minimum enrolment period and count only work generated during candidature (see Brien for more detail). Despite the plethora of named degrees at doctoral level, many academics continue to support the PhD’s claim to rigor and intellectual attainment. Most often, however, these arguments cite tradition rather than any real assessment of quality. The archaic trappings of conferral—the caps, gowns and various other instruments of distinction—emphasise a narrative in which it is often noted that doctorates were first conferred by the University of Paris in the 12th century and then elsewhere in medieval Europe. However, challenges to this account note that today’s largely independently researched thesis is a relatively recent arrival to educational history, being only introduced into Germany in the early nineteenth century (Bourner, Bowden and Laing; Park 4), the USA in a modified form in the mid-nineteenth century and the UK in 1917 (Jolley 227). The Australian PhD is even more recent, with the first only awarded in 1948 and still relatively rare until the 1970s (Nelson 3; Valadkhani and Ville). Additionally, PhDs in the USA, Canada and Denmark today almost always incorporate a significant taught coursework element (Noble). This is unlike the ‘traditional’ PhD in the UK and Australia, although the UK also currently offers a number of what are known there as ‘taught doctorates’. Somewhat confusingly, while these do incorporate coursework, they still include a significant research component (UKCGE). However, the UK is also adopting what has been identified as an American-inflected model which consists mostly, or largely, of coursework, and which is becoming known as the ‘New Route British PhD’ (Jolley 228). It could be posited that, within such a competitive market environment, which appears to be driven by both a drive for novelty and a desire to meet consumer demand, obsolescence therefore, and necessarily, threatens the very existence of the ‘traditional’ PhD. This obsolescence could be seen as especially likely as, alongside the existence of the above mentioned ‘new’ degrees, the ‘traditional’ research-based PhD at some universities in Australia and the UK in particular is, itself, also in the process of becoming ‘professionalised’, with some (still traditionally-framed) programs nevertheless incorporating workplace-oriented frameworks and/or experiences (Jolley 229; Kroll and Brien) to meet professionally-focused objectives that it is acknowledged cannot be met by producing a research thesis alone. While this emphasis can be seen as operating at the expense of specific disciplinary knowledge (Pole 107; Ball; Laing and Brabazon 265), and criticised for that, this workplace focus has arisen, internationally, as an institutional response to requests from both governments and industry for training in generic skills in university programs at all levels (Manathunga and Wissler). At the same time, the acknowledged unpredictability of the future workplace is driving a cognate move from discipline specific knowledge to what have been described as “problem solving and knowledge management approaches” across all disciplines (Gilbert; Valadkhani and Ville 2). While few query a link between university-level learning and the needs of the workplace, or the motivating belief that the overarching role of higher education is the provision of professional training for its client-students (see Laing and Brabazon for an exception), it also should be noted that a lack of relevance is one of the contributors to dysfunction, and thence to obsolescence. The PhD as Dysfunctional Degree? Perhaps, however, it is not competition that threatens the traditional PhD but, rather, its own design flaws. A report in The New York Times in 2007 alerted readers to what many supervisors, candidates, and researchers internationally have recognised for some time: that the PhD may be dysfunctional (Berger). In Australia and elsewhere, attention has focused on the uneven quality of doctoral-level degrees across institutions, especially in relation to their content, rigor, entry and assessment standards, and this has not precluded questions regarding the PhD (AVCC; Carey, Webb, Brien; Neumann; Jolley; McWilliam et al., "Silly"). It should be noted that this important examination of standards has, however, been accompanied by an increase in the awarding of Honorary Doctorates. This practice ranges from the most reputable universities’ recognising individuals’ significant contributions to knowledge, culture and/or society, to wholly disreputable institutions offering such qualifications in return for payment (Starrs). While generally contested in terms of their status, Honorary Doctorates granted to sports, show business and political figures are the most controversial and include an award conferred on puppet Kermit the Frog in 1996 (Jeffries), and some leading institutions including MIT, Cornell University and the London School of Economics and Political Science are distinctive in not awarding Honorary Doctorates. However, while distracting, the Honorary Doctorate itself does not answer all the questions regarding the quality of doctoral programs in general, or the Doctor of Philosophy in particular. The PhD also has high attrition rates: 50 per cent or more across Australia, the USA and Canada (Halse 322; Lovitts and Nelson). For those who remain in the programs, lengthy completion times (known internationally as ‘time-to-degree’) are common in many countries, with averages of 10.5 years to completion in Canada, and from 8.2 to more than 13 years (depending on discipline) in the USA (Berger). The current government performance-based funding model for Australian research higher degrees focuses attention on timely completion, and there is no doubt that, under this system—where universities only receive funding for a minimum period of candidature when those candidates have completed their degrees—more candidates are completing within the required time periods (Cuthbert). Yet, such a focus has distracted from assessment of the quality and outcomes of such programs of study. A detailed survey, based on the theses lodged in Australian libraries, has estimated that at least 51,000 PhD theses were completed in Australia to 2003 (Evans et al. 7). However, little attention has been paid to the consequences of this work, that is, the effects that the generation of these theses has had on either candidates or the nation. There has been no assessment, for instance, of the impact on candidates of undertaking and completing a doctorate on such facets of their lives as their employment opportunities, professional choices and salary levels, nor any effect on their personal happiness or levels of creativity. Nor has there been any real evaluation of the effect of these degrees on GDP, rates of the commercialisation of research, the generation of intellectual property, meeting national agendas in areas such as innovation, productivity or creativity, and/or the quality of the Australian creative and performing arts. Government-funded and other Australian studies have, however, noted for at least a decade both that the high numbers of graduates are mismatched to a lack of market demand for doctoral qualifications outside of academia (Kemp), and that an oversupply of doctorally qualified job seekers is driving wages down in some sectors (Jones 26). Even academia is demanding more than a PhD. Within the USA, doctoral graduates of some disciplines (English is an often-cited example) are undertaking second PhDs in their quest to secure an academic position. In Australia, entry-level academic positions increasingly require a scholarly publishing history alongside a doctoral-level qualification and, in common with other quantitative exercises in the UK and in New Zealand, the current Excellence in Research for Australia research evaluation exercise values scholarly publications more than higher degree qualifications. Concluding Remarks: The PhD as Obsolete or Retro-Chic? Disciplines and fields are reacting to this situation in various ways, but the trend appears to be towards increased market segmentation. Despite these charges of PhD dysfunction, there are also dangers in the over-differentiation of higher degrees as a practice. If universities do not adequately resource the professional development and other support for supervisors and all those involved in the delivery of all these degrees, those institutions may find that they have spread the existing skills, knowledge and other institutional assets too thinly to sustain some or even any of these degrees. This could lead to the diminishing quality (and an attendant diminishing perception of the value) of all the higher degrees available in those institutions as well as the reputation of the hosting country’s entire higher education system. As works in progress, the various ‘new’ doctoral degrees can also promote a sense of working on unstable ground for both candidates and supervisors (McWilliam et al., Research Training), and higher degree examiners will necessarily be unfamiliar with expected standards. Candidates are attempting to discern the advantages and disadvantages of each form in order to choose the degree that they believe is right for them (see, for example, Robins and Kanowski), but such assessment is difficult without the benefit of hindsight. Furthermore, not every form may fit the unpredictable future aspirations of candidates or the volatile future needs of the workplace. The rate with which everything once new descends from stylish popularity through stages of unfashionableness to become outdated and, eventually, discarded is increasing. This escalation may result in the discipline-based research PhD becoming seen as archaic and, eventually, obsolete. Perhaps, alternatively, it will lead to newer and more fashionable forms of doctoral study being discarded instead. Laing and Brabazon go further to find that all doctoral level study’s inability to “contribute in a measurable and quantifiable way to social, economic or political change” problematises the very existence of all these degrees (265). Yet, we all know that some objects, styles, practices and technologies that become obsolete are later recovered and reassessed as once again interesting. They rise once again to be judged as fashionable and valuable. Perhaps even if made obsolete, this will be the fate of the PhD or other doctoral degrees?References Australian Qualifications Framework (AQF). “Doctoral Degree”. AQF Qualifications. 4 May 2009 ‹http://www.aqf.edu.au/doctor.htm›. Australian Vice-Chancellors’ Committee (AVCC). Universities and Their Students: Principles for the Provision of Education by Australian Universities. Canberra: AVCC, 2002. 4 May 2009 ‹http://www.universitiesaustralia.edu.au/documents/publications/Principles_final_Dec02.pdf›. Ball, L. “Preparing Graduates in Art and Design to Meet the Challenges of Working in the Creative Industries: A New Model For Work.” Art, Design and Communication in Higher Education 1.1 (2002): 10–24. Berger, Joseph. “Exploring Ways to Shorten the Ascent to a Ph.D.” Education. The New York Times, 3 Oct. 2008. 4 May 2009 ‹http://nytimes.com/2007/10/03/education/03education.html›. Borghans, Lex, and Andries de Grip. Eds. The Overeducated Worker?: The Economics of Skill Utilization. Cheltenham, UK: Edward Elgar, 2000. Bourner, T., R. Bowden and S. Laing. “Professional Doctorates in England”. Studies in Higher Education 26 (2001) 65–83. Brien, Donna Lee. “Publish or Perish?: Investigating the Doctorate by Publication in Writing”. The Creativity and Uncertainty Papers: the Refereed Proceedings of the 13th Conference of the Australian Association of Writing Programs. AAWP, 2008. 4 May 2009 ‹http://www.aawp.org.au/creativity-and-uncertainty-papers›. Bulow, Jeremy. “An Economic Theory of Planned Obsolescence.” The Quarterly Journal of Economics 101.4 (Nov. 1986): 729–50. Carey, Janene, Jen Webb, and Donna Lee Brien. “Examining Uncertainty: Australian Creative Research Higher Degrees”. The Creativity and Uncertainty Papers: the Refereed Proceedings of the 13th Conference of the Australian Association of Writing Programs. AAWP, 2008. 4 May 2009 ‹http://www.aawp.org.au/creativity-and-uncertainty-papers›. Chauhan, S. P., and Daisy Chauhan. “Human Obsolescence: A Wake–up Call to Avert a Crisis.” Global Business Review 9.1 (2008): 85–100. Claudio, Luz. "Environmental Impact of the Clothing Industry." Environmental Health Perspectives 115.9 (Set. 2007): A449–54. Cuthbert, Denise. “HASS PhD Completions Rates: Beyond the Doom and Gloom”. Council for the Humanities, Arts and Social Sciences, 3 March 2008. 4 May 2009 ‹http://www.chass.org.au/articles/ART20080303DC.php›. Draper, S. W. PhDs by Publication. University of Glasgow, 11 Aug. 2008. 4 May 2009 ‹http://www.psy.gla.ac.uk/~steve/resources/phd.html. Dubin, Samuel S. “Obsolescence or Lifelong Education: A Choice for the Professional.” American Psychologist 27.5 (1972): 486–98. Evans, Terry, Peter Macauley, Margot Pearson, and Karen Tregenza. “A Brief Review of PhDs in Creative and Performing Arts in Australia”. Proceeding of the Association for Active Researchers Newcastle Mini-Conference, 2–4 October 2003. Melbourne: Australian Association for Research in Education, 2003. 4 May 2009 ‹http://www.aare.edu.au/conf03nc. Gilbert, R. “A Framework for Evaluating the Doctoral Curriculum”. Assessment and Evaluation in Higher Education 29.3 (2004): 299–309. Gould, Eric D., Omer Moav, and Bruce A. Weinberg. “Skill Obsolescence and Wage Inequality within Education Groups.” The Economics of Skills Obsolescence. Eds. Andries de Grip, Jasper van Loo, and Ken Mayhew. Amsterdam: JAI Press, 2002. 215–34. Halse, Christine. “Is the Doctorate in Crisis?” Nagoya Journal of Higher Education 34 Apr. (2007): 321–37. Holtmann, A.G. “On-the-Job Training, Obsolescence, Options, and Retraining.” Southern Economic Journal 38.3 (1972): 414–17. Janßen, Simon, and Uschi Backes-Gellner. “Skill Obsolescence, Vintage Effects and Changing Tasks.” Applied Economics Quarterly 55.1 (2009): 83–103. Jeffries, Stuart. “I’m a Celebrity, Get Me an Honorary Degree”. The Guardian 6 July 2006. 4 May 2009 ‹http://www.guardian.co.uk/music/2006/jul/06/highereducation.popandrock. Jolley, Jeremy. “Choose your Doctorate.” Journal of Clinical Nursing 16.2 (2007): 225–33. Jones, Elka. “Beyond Supply and Demand: Assessing the Ph.D. Job Market.” Occupational Outlook Quarterly Winter (2002-2003): 22–33. Kemp, D. ­New Knowledge, New Opportunities: A Discussion Paper on Higher Education Research and Research Training. Canberra: Australian Government Printing Service, 1999. Kondoh, Shinsuke, Keijiro Masui, Mitsuro Hattori, Nozomu Mishima, and Mitsutaka Matsumoto. “Total Performance Analysis of Product Life Cycle Considering the Deterioration and Obsolescence of Product Value.” International Journal of Product Development 6.3–4 (2008): 334–52. Kroll, Jeri, and Donna Lee Brien. “Studying for the Future: Training Creative Writing Postgraduates For Life After Degrees.” Australian Online Journal of Arts Education 2.1 July (2006): 1–13. Laing, Stuart, and Tara Brabazon. “Creative Doctorates, Creative Education? Aligning Universities with the Creative Economy.” Nebula 4.2 (June 2007): 253–67. Lee, Alison, Marie Brennan, and Bill Green. “Re-imagining Doctoral Education: Professional Doctorates and Beyond.” Higher Education Research & Development 28.3 2009): 275–87. Lee, Ho, and Jonghwa Lee. “A Theory of Economic Obsolescence.” The Journal of Industrial Economics 46.3 (Sep. 1998): 383–401. Lovitts, B. E., and C. Nelson. “The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs.” Academe 86.6 (2000): 44–50. Manathunga, Catherine, and Rod Wissler. “Generic Skill Development for Research Higher Degree Students: An Australian Example”. International Journal of Instructional Media, 30.3 (2003): 233–46. Maxwell, T. W. “From First to Second Generation Professional Doctorate.” Studies in Higher Education 28.3 (2003): 279–91. McKelvey, Maureen, and Magnus Holmén. Ed. Learning to Compete in European Universities: From Social Institution to Knowledge Business. Cheltenham, UK: Edward Elgar Publishing, 2009. McWilliam, Erica, Alan Lawson, Terry Evans, and Peter G Taylor. “‘Silly, Soft and Otherwise Suspect’: Doctoral Education as Risky Business”. Australian Journal of Education 49.2 (2005): 214–27. 4 May 2009. http://eprints.qut.edu.au/archive/00004171. McWilliam, Erica, Peter G. Taylor, P. Thomson, B. Green, T. W. Maxwell, H. Wildy, and D. Simmons. Research Training in Doctoral Programs: What Can Be Learned for Professional Doctorates? Evaluations and Investigations Programme 02/8. Canberra: Commonwealth of Australia, 2002. Nelson, Hank. “A Doctor in Every House: The PhD Then Now and Soon”. Occasional Paper GS93/3. Canberra: The Graduate School, Australian National University, 1993. 4 May 2009 ‹http://dspace.anu.edu.au/bitstream/1885/41552/1/GS93_3.pdf›. Neumann, Ruth. The Doctoral Education Experience: Diversity and Complexity. 03/12 Evaluations and Investigations Programme. Canberra: Department of Education, Science and Training, 2003. Noble K. A. Changing Doctoral Degrees: An International Perspective. Buckingham: Society for Research into Higher Education, 1994. Park, Chris. Redefining the Doctorate: Discussion Paper. York: The Higher Education Academy, 2007. Pole, Christopher. “Technicians and Scholars in Pursuit of the PhD: Some Reflections on Doctoral Study.” Research Papers in Education 15 (2000): 95–111. Robins, Lisa M., and Peter J. Kanowski. “PhD by Publication: A Student’s Perspective”. Journal of Research Practice 4.2 (2008). 4 May 2009 ‹http://jrp.icaap.org›. Sheely, Stephen. “The First Among Equals: The PhD—Academic Standard or Historical Accident?”. Advancing International Perspectives: Proceedings of the Higher Education Research and Development Society of Australasia Conference, 1997. 654-57. 4 May 2009 ‹http://www.herdsa.org.au/wp-content/uploads/conference/1997/sheely01.pdf›. Texeira, Pedro, Ben Jongbloed, David Dill, and Alberto Amaral. Eds. Markets in Higher Education: Rethoric or Reality? Dordrecht, the Netherlands: Kluwer, 2004. UK Council for Graduate Education (UKCGE). Professional Doctorates. Dudley: UKCGE, 2002. Unruh, Gregory C. “The Biosphere Rules.” Harvard Business Review Feb. 2008: 111–17. Usher R. “A Diversity of Doctorates: Fitness for the Knowledge Economy?”. Higher Education Research & Development 21 (2002): 143–53. Valadkhani, Abbas, and Simon Ville. “A Disciplinary Analysis of the Contribution of Academic Staff to PhD Completions in Australian Universities”. International Journal of Business & Management Education 15.1 (2007): 1–22. Waldman, Michael. “A New Perspective on Planned Obsolescence.” The Quarterly Journal of Economics 108.1 (Feb. 1993): 273–83.

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Photo by Naveed Ahmed on Unsplash ABSTRACT India has had a solid standard for medical ethics since the birth of Ayurvedic holistic science over 5000 years ago. The country’s views on healthcare policy, counsel on how to deal with patients, and what constitutes good behavior within the profession stem from ancient outlines for medical practice. These “codes of conduct” were heavily influenced by religious and spiritual practices, emphasizing the sanctity of life and transcending the needs of the body. With time, however, medical care evolved through shifting priorities in education and governmental pressures. These once-cherished “codes of conduct” were referred to less often, while malpractice issues have steadily increased. There is a need for an open discussion of why this spike in medical malpractice is happening in a country that used to condemn it and how improving ethics, limiting the role of profits, and returning traditional philosophies to the medical ethics curricula could help. INTRODUCTION Currently, India has the largest number of bioethics units of any country, reflecting the importance of ethical behavior in Indian society. These centers do not affiliate with schools, yet they serve as spaces for bioethical discourse. The Indian Psychiatric Society (IPS) was the first to address escalating malpractice cases. Other major medical organizations (e.g., the Indian Medical Association and the Medical Council of India) followed, stressing the importance of standardized ethics. Some have formed symposiums and organized conferences to address these concerns.[1] There have been several calls to revisit the classic “codes of conduct” and their focus on the spiritual concept of life-death-rebirth. Toward this end, modern Indian doctors were reminded that physicians existed not for fortune or status but for the welfare of their patients. These altruistic teachings came from the seminal Ayurvedic texts, the cornerstone of India’s modern medicine. Happiness for the “healer” was to come out of showing compassion for all living beings and prolonging the precious gift of life.[2] In contrast, Indian novelist, Shashi Tharoor, speaking on the current state of medical practice, recently remarked: “India is not an underdeveloped country, but a highly developed one in an advanced state of decay.”[3] Taking a closer look at what caused the core values of an ancient healthcare system to change so drastically involves evaluating how the Indian medical education system evolved. This paper examines the development of medical principles, their influence across the subcontinent, commercialization, and the government’s role in India’s healthcare instability. This paper then lists some of the measures taken by bioethical units to counteract some of the issues brought on by corruption. l. Western Influence Western influence on medical practices came when the French, Portuguese, and British arrived in India. They almost completely reinvented India’s healthcare system. Medical ethics based on the values of spirituality were almost completely stripped away and replaced by Western concepts.[4] Established traditional ethical standards were no longer taught, resulting in less deference to traditional moral beliefs. Coupled with an increase in medical misconduct, the general population lost trust in their healthcare leaders.[5] Before the influence of Western medicine, the Carakha Sumhita, a millennia-old Sanskrit text detailing Ayurveda, helped establish healthcare guidelines. A passage from the text sums up the ethics of that time: “He who practices medicine out of compassion for all creatures, rather than for gain or for gratification of the senses, surpasses all.”[6] The Carakha Sumhita’s focus on medical ethics was ahead of its time, centuries before bioethics became a subject in its own right. Healthcare was predicated on aphorisms that all medical students internalized rather than on business models, as in many developed nations. India’s caste system, established generations ago, permeated every aspect of South Asian society except for when it came to medicine. Healers tended to ignore the conventions of adhering to an individual’s caste. Instead, they treated patients as if they were family and incorporated elements of spirituality when dealing with patients, making ethical misconduct a rare phenomenon. This was the case for almost two centuries.[7] To become practicing physicians, doctors committed to a consecration ceremony to prove their good moral standing to the people they were to serve.[8] Their schooling prepared them for a profession designed to “give back,” not for monetary gain. The core values taught in medical school affect the mentality doctors carry with them. The lack of ethics training may have been at fault for the underlying corruption levels that now plague the healthcare space in India. There is a 110 percent increase in the rise of medical negligence cases in India every year.[9] To pinpoint why this occurred, we must look at current medical training practices and how they influence doctors of our time period. After colonization, many established core values were stripped from the medical curriculum.[10] In fact, by 1998, only one medical college in India, St. John’s in Bangalore, even addressed medical ethics in its curriculum.[11] Graduates across the country were left ill-equipped to deal with the ethical issues that cropped up once they made it into the field. As a result, they were not prepared to think through consequences pertaining to patients and their families. Some suggest that the curriculum changes were linked to rising malpractice cases. “When society at large is corrupt and unethical, how can you expect doctors to be honest?”[12] This topic arises regularly in bioethics discussions and the answer lies in education. Reverting to a system of medicine that encourages students to recognize ethical consequences can solve many of the ethical problems in contemporary society. ll. Privatization and Tuition Some argue that the global increase in capitalism caused the subcontinent’s ethical problems, that the Indian medical education system began its descent into corruption and nepotism, and its loss in prestige, with the privatization of their colleges.[13] In India, just over 50 percent of medical schools are public, and just under 50 percent are private.[14] Through changing policies, private medical schools became increasingly for-profit like other businesses.[15] Despite having more medical schools than any other country, India has a shortage of doctors, primarily due to low enrollment rates and high university fees. While there are 202 medical schools in India, its large population means there are 5 million people per medical school.[16] Christian Medical College, a top-ranked university in Vellore, once had an acceptance rate of 0.25 percent, with only 100 seats for medical students.[17] Now its acceptance rate hovers around 5 percent. There has been minimal progress in making it easier to get a medical school acceptance; there is still a long way to go in equalizing access to education. India’s system for training doctors is now rife with corruption, with bribes accepted under the guise of “donations” and new curricula completely devoid of traditional Indian training methods.[18] Nepotism in the industry has made qualifications even less significant. In 2010, 69 hospitals and medical colleges were reported for selling exam papers to students, and most employed staff lied about their clinical experience.[19] In a cheating scandal in 2013 involving several Indian universities, students purchased falsified entrance exam results. Not only are these students unqualified for the placements they secured, but legal action by the government did not materialize.[20] Dr. Anand Rai, a physician who had to go into protective hiding following death threats for being a whistleblower in the 2013 scandal subsequently remarked: “...the next generation of doctors is being taught to cheat and deceive before they even enter the classroom.”[21] The effects of this scandal can be felt far beyond its borders - India also happens to be the world’s largest exporter of doctors, with about 47,000 currently practicing in the United States.[22] lll. Hospital Privatization With the privatization of major hospitals and the shift to a “United States” business focus, another serious problem emerged. In the recent past, patients hailing from rural villages and often living in poverty could access quality health care from public hospitals. They had access to highly trained doctors, and all costs were usually fully subsidized.[23] This was in keeping with the old tradition that believed in aid no matter the circ*mstance. As the focus shifted towards maximizing profitability, these opportunities for poor patients vanished. Chains of private hospitals are rapidly replacing public ones. Their purchasing model is to consolidate through a centralized subsidiary.[24] This usually results in significant savings. Instead of passing on some savings to patients through reduced pricing, any savings are used to fulfill a key objective of privatized businesses: maximize profitability. The poor now contend with inflated prices and are being turned away from facilities that once treated them at no cost, all while levels of trust in the healthcare system have plummeted. This distrust can discourage people who cannot afford care from seeking medical aid when they need it. The healthcare system has devolved to the point whereby remaining public hospitals are overrun by huge numbers of patients unable to afford the hugely inflated prices at private institutions. This, coupled with healthcare workers that often have substandard training, has created deplorable public health conditions. lV. Corruption This deplorable public health condition reflects a failing healthcare system. To make matters worse, hospitals hire unqualified graduates untrained in medical ethics to meet India's urgent need for large numbers of qualified doctors. Many hospitals have even resorted to employing corrupt doctors to counteract the physician shortage. According to the Indian Medical Association (IMA), about 45 percent of those who practice medicine in India have no formal training.[25] IMA also reported that close to 700,000 doctors employed at some of the biggest hospitals, who are currently diagnosing, treating, and operating, have neither the training nor experience to do so. A large-scale forgery ring, broken up in 2011, revealed that buyers could pay as little as 100 US dollars for a medical degree from a non-existent college. This “cleared” them for practice.[26] It has been estimated that over 50,000 fraudulent medical degrees have been purchased in the past decade. Government level corruption is widespread, as one can gain placement into medical school, “graduate” with fake degrees, and sell fake practicing licenses. V. Solutions These topics, raised by bioethics centers, are now being taken more seriously by healthcare professionals taking steps to address medical misconduct. As many as five million people in India die each year due to medical negligence.[27] By requiring each physician to complete a new comprehensive Acute Critical Care Course (ACCC), specialists estimate that physicians can reduce the rate of malpractice deaths by as much as 50 percent in rural areas.[28] This intensive two-year course contains detailed training methods built off of current knowledge and walks healthcare professionals through crucial steps designed to reduce errors. Even small errors, such as a poorly inserted IV for fluid or a minor surgery mishap, can be life threatening. The course thoroughly covers these as mandated.[29] The ACCC is unfortunately not a widely spread concept in a lot of rural areas. For now, while many major hospitals continue to ignore the high rates of avoidable deaths, implementation of the ACCC program seems slow. The current Medical Council of India needs to be more effective at addressing malpractice cases, as there are so many of them.[30] One possible solution to the growth of unethical business practices in medicine is to offer physicians incentives to make ethically sound decisions. This can start by increasing the number of slots available for medical students at government-run medical schools. Less student debt would lead more doctors away from overbilling their patients. This is a strategy currently being employed in the state of Tamil Nadu, where a centrally sponsored scheme has approved the induction of an additional 3,496 MBBS seats in government colleges.[31] More students studying at subsidized costs with less competition lowers the inclination toward deceit and profiteering. Another incentive for ethical practice can come from accountability and transparency. The background of every doctor operating should be public information, including the rate of successful surgeries versus unsuccessful ones resulting from personal negligence. This would encourage doctors to keep a clean record and, in turn, encourage hospitals to hire and train those who will preserve or improve their reputation. This information is kept in a medical record monitored in most parts of India through a traditional paper method.[32] While eliminating paper in medical recording and reverting to digital use is the ultimate aim, it will take time to implement a system that takes into account e-signatures and verifiable witnesses. CONCLUSION India’s history of leadership in medical ethics has undergone some major changes. A relatively recent privatization of the education system has caused a shift in values and decimated the medical industry on many levels. The moral principles of doctors have come into question. While industry and government leaders are trying to solve the multi-faceted issues facing the medical industry, it is obvious that this is an undertaking requiring inventive solutions. Prioritizing ethics in medical education, de-privatizing medical schools and hospitals, offering affordable options, and limiting corruption would improve India’s ability to offer high-quality medical care. Adding traditional Indian medical ethics back into the curricula would foster a workforce dedicated to serving patients over profiteering. - [1] Deshpande, SmitaN. 2016. “The UNESCO Movement for Bioethics in Medical Education and the Indian Scenario.” Indian Journal of Psychiatry 58 (4): 359. https://doi.org/10.4103/0019-5545.196722. [2] Mukherjee, Ambarish, Mousumi Banerjee, Vivekananda Mandal, Amritesh C. Shukla, and Subhash C. Mandal. 2014. “Modernization of Ayurveda: A Brief Overview of Indian Initiatives.” Natural Product Communications 9 (2): 1934578X1400900. https://doi.org/10.1177/1934578x1400900239. [3] 2020. Eubios.info. 2020. https://www.eubios.info/EJ102/EJ102E.htm. [4] Arnold, David, ed. 2000. “Western Medicine in an Indian Environment.” Cambridge University Press. Cambridge: Cambridge University Press. 2000. https://www.cambridge.org/core/books/abs/science-technology-and-medicine-in-colonial-india/western-medicine-in-an-indian-environment/28BAB761BE205B06D32BC3DC972E9384. [5] Kulkarni, Vani, Veena Kulkarni, and Raghav Gaiha. 2019. “Trust in Hospitals-Evidence from India.” https://repository.upenn.edu/cgi/viewcontent.cgi?article=1026&context=psc_publications. [6] Bhasin, Dr Sanjay K. 2005 “What Ails Medical Profession.” Www.academia.edu. Accessed September 17, 2022. https://www.academia.edu/7631547/What_Ails_Medical_Profession. [7] Shapiro, Natasha, and Urmila Patel. (2006) “Asian Indian Culture: Influences and Implications for Health Care.” https://www.molinahealthcare.com/~/media/Molina/PublicWebsite/PDF/providers/fl/medicaid/resource_fl_asianindianculture_influencesandimplicationsforhealthcare.pdf. [8] Swihart, Diana L, and Romaine L Martin. 2021. “Cultural Religious Competence in Clinical Practice.” Nih.gov. StatPearls Publishing. 2021. https://www.ncbi.nlm.nih.gov/books/NBK493216/. [9] “India’s Mighty Medical Education Mess.” 2022. Education World. July 11, 2022. https://www.educationworld.in/indias-mighty-medical-education-mess/. [10] Pandya, Sunil. 2020. “Medical Education in India: Past, Present, and Future Perspectives. in Sun Kim, ed. Medical Schools Nova Science Publishers, Inc. (= [11] Ravindran, G. D., T. Kalam, S. Lewin, and P. Pais. 1997. “Teaching Medical Ethics in a Medical College in India.” The National Medical Journal of India 10 (6): 288–89. https://pubmed.ncbi.nlm.nih.gov/9481103/. [12] “Chapter 9: Opinions on Professional Self-Regulation”(2016) https://www.ama-assn.org/sites/ama-assn.org/files/corp/media-browser/code-of-medical-ethics-chapter-9.pdf. [13]Sanjiv Das. 2020. “The Pill for India’s Ailing Medical Education System.” Express Healthcare. February 3, 2020. https://www.expresshealthcare.in/education/the-pill-for-indias-ailing-medical-education-system/416711/. [14] https://www.marketresearch.com/Netscribes-India-Pvt-Ltd-v3676/Private-Medical-Colleges-India-30399614/."There are ~50.89% government medical colleges and ~49.11% private medical colleges in the country.”; NPR.org. (2021) “When Students in India Can’t Earn College Admission on Merit, They Buy Their Way In.” Accessed September 19, 2022. https://www.npr.org/2019/08/04/745182272/when-students-in-india-cant-earn-college-admission-on-merit-they-buy-their-way-i. [15] https://timesofindia.indiatimes.com/india/how-medical-colleges-in-india-became-a-business-one-policy-change-at-a-time/articleshow/69707594.cms [16] Muula A. S. (2006). Every country or state needs two medical schools. Croatian medical journal, 47(4), 669–672. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2080437/ [17] Miglani, Andrew MacAskill, Steve Stecklow, Sanjeev. 2015. “Why India’s Medical Schools Are Plagued with Fraud.” Mint. June 17, 2015. https://www.livemint.com/Politics/BDGOx3SApU3QbsRMjZUK9M/Why-Indias-medical-schools-are-plagued-with-fraud.html. [18] Clark, J. 2015. “Indian Medical Education System Is Broken, Reuters Investigation Finds.” BMJ 350 (jun18 3): h3324–24. https://doi.org/10.1136/bmj.h3324. [19] Reuters. 2015. “Special Report - Why India’s Medical Schools Are Plagued with Fraud,” June 16, 2015, sec. Special Reports. https://www.reuters.com/article/uk-india-medicine-education-specialrepor/special-report-why-indias-medical-schools-are-plagued-with-fraud-idINKBN0OW1N520150616. [20] Andrew Emett. (2015) “Over Two Dozen Witnesses and Suspects Mysteriously Die in Indian Cheating Scandal | NationofChange.” Accessed September 19, 2022. https://www.nationofchange.org/2015/07/08/over-two-dozen-witnesses-and-suspects-mysteriously-die-in-indian-cheating-scandal/. [21] (Reuters 2015) [22] Clark, J. 2015. “Indian Medical Education System Is Broken, Reuters Investigation Finds.” BMJ 350 (jun18 3): h3324–24. https://doi.org/10.1136/bmj.h3324. [23] Barik, Debasis, and Amit Thorat. 2015. “Issues of Unequal Access to Public Health in India.” Frontiers in Public Health 3 (October). https://doi.org/10.3389/fpubh.2015.00245. [24] “Investment Opportunities in India’s Healthcare Sector.” (2021) https://www.niti.gov.in/sites/default/files/2021-03/InvestmentOpportunities_HealthcareSector_0.pdf. [25] Clark, J. 2015. “Indian Medical Education System Is Broken, Reuters Investigation Finds.” BMJ 350 (jun18 3): h3324–24. https://doi.org/10.1136/bmj.h3324. [26] “Are We Importing Fake Doctors?” (2015) Www.workerscompensation.com. Accessed September 19, 2022. https://www.workerscompensation.com/news_read.php?id=21672&forgot=yes. [27] Boston, 677 Huntington Avenue, and Ma 02115 +1495‑1000. 2013. “Millions Harmed Each Year from Unsafe Medical Care.” News. September 19, 2013. https://www.hsph.harvard.edu/news/press-releases/millions-harmed-each-year-from-unsafe-medical-care/. [28] “Specialised Course for Doctors Can Help Cut the Deaths due to Medical Errors; Experts.” 2018. DailyRounds. October 29, 2018. https://www.dailyrounds.org/blog/specialised-course-for-doctors-can-help-cut-the-deaths-due-to-medical-errors-experts/. [29] Sokhal, Navdeep, Akshay Kumar, Richa Aggarwal, Keshav Goyal, Kapil Dev Soni, Rakesh Garg, Ashok Deorari, and Ajay Sharma. 2021. “Acute Critical Care Course for Interns to Develop Competence.” The National Medical Journal of India 34 (3): 167–70. https://doi.org/10.25259/NMJI_103_19. [30] Singhania, Meghna A. 2020. “How Much Punishment?- MCI Formulates Sentencing Guidelines for Cases of Medical Negligence.” Medicaldialogues.in. February 13, 2020. https://medicaldialogues.in/news/health/mci/how-much-punishment-mci-formulates-sentencing-guidelines-for-cases-of-medical-negligence-62645. [31] “Health Ministry Reports 30% Increase in Number of Functional Medical Colleges in Five Years.” (2022) Www.pharmabiz.com. Accessed September 19, 2022. http://www.pharmabiz.com/NewsDetails.aspx?aid=152299&sid=1. [32] Honavar, Santosh G. 2020. “Electronic Medical Records – the Good, the Bad and the Ugly.” Indian Journal of Ophthalmology 68 (3): 417. https://doi.org/10.4103/ijo.ijo_278_20.