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Descriptors:
Skill Development; Instructional Effectiveness; Instructional Innovation; Conventional Instruction; Teaching Methods; Allied Health Occupations Education; Undergraduate Students; Satisfaction; Student Attitudes; Pilot Projects; Comparative Analysis; Video Technology; Technology Uses in Education; Questionnaires

Abstract:
Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than "traditional" live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Special Education; Depression (Psychology); Developmental Disabilities; Burnout; Preschool Teachers; Workshops; Young Children; Special Education Teachers; Self Efficacy; Early Childhood Education; Teacher Burnout; Anxiety; Faculty Mobility; Pilot Projects; Preschool Education; Evaluation; Intervention; Evidence; Feedback (Response)

Abstract:
High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. At pretest, measures of "experiential avoidance" (EA) and "mindful awareness" (MA) showed significant relationships to reports of depression, stress, and burnout. The intervention reduced staff members' EA, increased teachers' MA and "valued living" (VL), and improved teachers' sense of efficacy. This suggests that ACT workshops can help influence factors affecting depression, stress, and burnout in an early childhood special education setting. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Pilot Projects; Principals; Public Policy; Administrator Attitudes; Program Implementation; Qualitative Research; Interviews; School Districts; Comparative Analysis; Research Methodology; Academic Achievement; Teacher Effectiveness; Teacher Evaluation; Incentives

Abstract:
The Collaborative Project (CP) began as a pilot project in five North Carolina school districts in 2007 featuring a performance incentive initiative for teachers and administrators. The objective of this study was to document principals' perceptions of the performance incentive initiative to determine challenges encountered during implementation. The researcher used a qualitative interview process to collect data from participating principals employed in the CP districts. The principals' responses were analyzed and tables were constructed to show the responses for each question. For triangulation purposes, the results were compared with survey data from a 2009 evaluation completed by the Carolina Institute for Public Policy. Overall, the majority of principals interviewed believed that some components of the teacher performance incentive criteria helped their schools. The interview process revealed some unanticipated results not mentioned in the literature review and the results of the study provided insight into anomalies encountered during implementation. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Cooperation; Interprofessional Relationship; Social Work; Early Childhood Education; Graduate Students; Young Children; Teacher Persistence; Focus Groups; Teachers; Teacher Education Programs; Pilot Projects

Abstract:
Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning activities during coursework provide an important foundation for collaboration, there are several challenges. These challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children's behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Implications are discussed for strengthening relationships between professional preparation programs as a way to improve collaborative teaming and increase early childhood teacher retention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Sustainable Development; Citizenship Education; Global Approach; Higher Education; Pilot Projects; Educational Development; Models

Abstract:
Mainstreaming Education for Sustainable Development in higher education is vital if graduates are to possess the abilities, skills, and knowledge needed to tackle the sustainability issues of the future. In this article we explain the development and piloting of a baselining tool, the Education for Sustainable Development and Global Citizenship Development Framework, developed with support from the Higher Education Funding Council for Wales. We draw comparisons with the Sustainability, Tracking, Assessment and Rating System Program, developed by the North American Association for the Advancement of Sustainability in Higher Education. The resulting framework offers consistency with existing Welsh Government strategic documentation, builds on increasing momentum, and has relevance across the higher education sector globally. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Social Isolation; Foreign Countries; Group Discussion; Puppetry; Childhood Attitudes; Pilot Projects; Inclusion; Observation; Questionnaires; Mixed Methods Research; Bullying; Games; Friendship; Children

Abstract:
Background: Although social exclusion among typically developing school-aged children has been well explored, it is under-researched for children with disabilities even though they are at a higher risk for being excluded. While there are a number of different programs available to improve social inclusion at school, the appeal of these programs to children remains unknown. Objective: The objective of this pilot study was to elicit children's perceptions of the desirable components of two commonly used social inclusion programs in Ontario, Canada. Methods: An exploratory mixed methods design (group discussion, observation notes, and a brief questionnaire) was used to provide an in-depth understanding of children's perceptions of two social inclusion programs: A group-based game (n = 87) and a puppet show (n = 78). Results: Children in each program reported that several aspects of the content appealed to them including learning about (1) bullying; (2) disability; (3) building friendships and encouraging social inclusion; (4) preventing social exclusion. The desirable aspects related to the format of the game and puppet show included (1) the interactive components; (2) the relevant topics and characters; (3) the length of the programs. Conclusions: Children's insights about social inclusion programs should be considered in development and improvements of future programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Behavior Change; Smoking; Intervention; Behavior Modification; Pilot Projects; School Policy; School Personnel; Adolescents; Social Environment; Change Agents; Teacher Role; Public School Teachers; Health Promotion; Prevention; Health Behavior; Health Education; Public Health; Program Development; Program Descriptions; Program Implementation

Abstract:
This article provides a theory-based, step-by-step approach to intervention development and illustrates its application in India to design an intervention to promote tobacco-use cessation among school personnel in Bihar. We employed a five-step approach to develop the intervention using the Social Contextual Model of Health Behavior Change (SCM) in Bihar, which involved conducting formative research, classifying factors in the social environment as mediating mechanisms and modifying conditions, developing a creative brief, designing an intervention and refining the intervention based on pilot test results. The intervention engages users and non-users of tobacco, involves teachers in implementing and monitoring school tobacco control policies and maximizes teachers' role as change agents in schools and communities. Intervention components include health educator visits, discussions led by lead teachers, cessation assistance, posters and other educational materials and is implemented over the entire academic year. The intervention is being tested in Bihar government schools as part of a randomized-controlled trial. SCM was a useful framework for developing a tobacco control intervention that responded to teachers' lives in Bihar. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Handheld Devices; Electronic Publishing; Educational Technology; Computer Science Education; Information Systems; Usability; Use Studies; Comparative Analysis; Pretests Posttests; Student Attitudes; Pilot Projects; Feedback (Response); Textbooks; Computer Uses in Education; Technology Integration; College Instruction; Student Surveys; Online Surveys; Statistical Analysis; Questionnaires; Educational Policy; School Policy

Abstract:
An eTextbook and iPad were used in a pilot program, and the impact on the course was assessed to guide the development of a college policy. Students in the course completed three questionnaires to provide feedback about their perceptions of the eTextbook and iPad. During the pilot program, students' perceptions of the usefulness, ease of use, and extent to which they enjoyed using the eTextbook increased. Students reported that the eTextbook made it easier for them to learn, and they preferred the eTextbook to a printed textbook. Students were neutral about the iPad's usefulness, but found it easy and enjoyable to use. Based on the students' feedback, it is recommended that an interactive eTextbook be used; that a course be redesigned to take advantage of eReader technology, especially if a tablet computer (iPad) is used; and that students be allowed to choose between an eTextbook and a printed textbook. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Standards; State Standards; Student Participation; Career Academies; Careers; Education Work Relationship; Career Exploration; School Districts; Institutional Mission; Career Readiness; College Readiness; Capacity Building; Internship Programs; Student Surveys; Outcomes of Education; Pilot Projects

Abstract:
The phrase "preparing students for college and career" has become so ubiquitous that it has become almost a mantra in educators' discourse in recent years. Whether mentioned in the Common Core State Standards, in the mission statements of high schools, or in political campaigns, improving the college and career readiness of young people is a concept that few can disagree with. Much attention has focused on how to prepare students "academically" for life after high school. But "readiness" also means having the knowledge and skills to make informed choices about careers and postsecondary education options and--once graduated--to successfully navigate both worlds. High schools are expected to teach these skills and knowledge but are rarely given the guidance or tools to do so. With a grant from the Institute of Education Sciences in the U.S. Department of Education, MDRC and its project partner Bloom Associates developed and piloted a program to help schools build or strengthen their college and career exploration programs. Called "Exploring Career and College Options (ECCO)," the program was designed specifically for career academies but can be adapted to fit many educational settings. "Career academies" are schools within schools that enroll up to several hundred students. They are organized by a career theme, such as health sciences or media arts. Besides regular high school courses, career academy students enroll in a sequence of career-technical courses centering on the theme area. Finally, students participate in internships and other experiences in workplaces--which is often called "work-based learning"--to reinforce the connections between what they learn in the classroom and their future careers. An earlier random assignment study of career academies conducted by MDRC demonstrated the effectiveness of the model. Over the years, as the number of career academies grew, the parallel pressure to ensure that all students meet high academic standards inadvertently crowded out time for career exploration activities--the very activities that nonexperimental evidence from the MDRC study suggests may have played an instrumental role in causing the large increases in earnings that career academy participants experienced over the eight-year period following high school graduation. Career academies typically cite a lack of time, skills, and resources as the reason for not offering such activities to all of their students. ECCO is a capacity-building program to help career academies offer opportunities to students to learn about their workplace and postsecondary options through four core components: (1) a series of one-hour in-class lessons; (2) visits to local work sites; (3) visits to college campuses; and (4) a six-week internship offered to all students in the summer before or during their senior year. The curriculum includes guidance for educators on how to arrange and manage students' out-of-school experiences as well as guides for partnering employers. This report summarizes findings from a three-year study of the implementation of the ECCO program. ECCO was launched in 18 career academies in six school districts in three states: (1) California; (2) Florida; and (3) Georgia. The purposes of the study are to document the experiences of these schools in adopting the program and to assess the extent to which, when given support and resources, programs like ECCO can be fully implemented. The study also collected descriptive data to assess the promise of the program to improve student participation in career and college exploration activities and to improve their awareness of postsecondary options. Appended are: (1) Data Sources and Survey Response Analysis; (2) Additional Findings About Implementation; and (3) Additional Analyses of Student Outcomes and Methodological Explanations. Individual chapters contain footnotes. (Contains 38 tables, 12 figures, and 6 boxes.) [This report was written with Marie-Andree Somers.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adults; Educational Attainment; Postsecondary Education; Adult Education; Certification; Educational Certificates; Noncredit Courses; Credentials; National Surveys; Pilot Projects; Incidence; Individual Characteristics; Age Differences; Employment; Comparative Analysis; Error of Measurement

Abstract:
Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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