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Descriptors:
Leadership; Superintendents; Best Practices; Correlation; Educational Improvement; Administrator Role; Governance; Administrator Attitudes; Leadership Effectiveness; Leadership Role; Organizational Change; Educational Planning; Strategic Planning; Online Surveys; Questionnaires; Educational Practices; Professional Education; Operations Research; Critical Incidents Method

Abstract:
The purpose of this study was to explore the relationship between superintendent leadership and the operational processes of school improvement. School district superintendents (N = 226) from six southeastern states were surveyed concerning their leadership authenticity and school improvement practices. Descriptive statistics, analyzes of variance, Pearson correlation coefficients, and structure equation modeling were used to analyze the data. A significant and positive relationship was found between superintendent levels of leadership authenticity and their districts' use of best practices in the school improvement process. Implications for practice in academic professional preparation programs, for practicing administrators, and for governing boards are discussed. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Outcomes of Education; Health Education; Public Health; Action Research; Professional Education; Transformative Learning; Health Personnel; Foreign Countries; Interdisciplinary Approach; Social Change; Nursing Education; Nutrition; Dietetics; Occupational Therapy; Interviews; Focus Groups; Allied Health Occupations Education; Relevance (Education); Health; Cultural Differences

Abstract:
Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals' capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Professional Education; Creative Thinking; Thinking Skills; Course Content; Work Environment; College Faculty; Assignments; Student Reaction; Business Administration Education; Management Development; College Administration; Interdisciplinary Approach

Abstract:
Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative thinking, stressed connecting, demonstrated synthesis and transformation of course content. The study examined student responses to creative projects via a Likert-scale survey, open-ended narrative responses, and then scores on a rubric on creativity and integrative learning. Fifty-seven students were surveyed across all three courses. Overall, results indicate that students not only found these assignments worthwhile but also found that they furthered their learning of course content. Implications for practice are included. (Contains 7 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:
Postsecondary Education; Foreign Countries; Graduate Study; Federal Government; Educational Administration; Vocational Education; Canada Natives; Educational Policy; Professional Associations; Government Role; Graduate Students; College Administration; College Faculty; Educational History; Universities; Professional Education

Abstract:
This report describes programs that require a bachelor's degree, not necessarily in the same field, for entry to the program. They are equivalent to at least one semester of full-time study, with at least some of the instruction delivered face-to-face in British Columbia, Canada. Graduate programs, professional programs such as law and medicine, and post-baccalaureate diploma programs in public, not-for profit, and for-profit institutions are all within its scope. The paper touches on an extensive and representative sample of programs and institutions, but does not provide a complete inventory. The focus is on how programs were established, not on everything that has happened subsequently. Although a few graduate programs existed prior to 1945, postsecondary education in BC until then consisted mainly of undergraduate teaching institutions and various apprenticeship and articling opportunities. With the growth of research funding from the federal government, graduate education began expanding in the 1950s and, by the 1960s, doctoral education had become common. Professional programs had a more varied evolution, with some moving from training provided by the profession into the university and with many raising their entry qualifications to a bachelor's degree. The most recent post-baccalaureate developments have concerned post-degree certificates and diplomas. BC Public Institutions are appended. [For "Agencies and Organizations. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 6," see ED536089.] 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 Libraries; Foreign Countries; Reference Services; Librarians; Minimum Competencies; Skill Analysis; Librarian Attitudes; Knowledge Level; Library Research; Professional Education; Online Surveys; Educational Needs; Needs Assessment; Job Skills

Abstract:
A survey of New Zealand academic subject/reference librarians was conducted in mid-2011 to identify the most highly valued knowledge, skills and competencies of reference librarians working in libraries in the tertiary sector. The project was part of an international collaborative project involving 13 countries. The results from New Zealand show that serving academic library customers requires not only traditional "reference" skills, but also skills in customer service, technology support, and training. Good communication skills were also rated highly by respondents, and the high value placed on adaptability/flexibility shows that most respondents expect their roles to continue to change in the next decade. Software troubleshooting skills were also considered important. The results also suggest that traditional paper-based reference sources are expected to become much less important than online ones. There is also a shift towards using social media to interact with customers, and a focus on building sustainable relationships. (Contains 3 figures and 3 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:
College Graduates; Medical Education; Medical Schools; Physicians; Graduates; Primary Health Care; Grouping (Instructional Purposes); Medical Students; Professional Education; Licensing Examinations (Professions)

Abstract:
This study sought to determine the academic and professional outcomes of medical school graduates who failed the United States Licensing Examination Step 1 on the first attempt. This retrospective cohort study was based on pooled data from 2,003 graduates of six Midwestern medical schools in the classes of 1997-2002. Demographic, academic, and career characteristics of graduates who failed Step 1 on the first attempt were compared to graduates who initially passed. Fifty medical school graduates (2.5%) initially failed Step 1. Compared to graduates who initially passed Step 1, a higher proportion of graduates who initially failed Step 1 became primary care physicians (26/49 [53%] vs. 766/1,870 [40.9%]), were more likely at graduation to report intent to practice in underserved areas (28/50 [56%] vs. 419/1,939 [21.6%]), and more likely to take 5 or more years to graduate (11/50 [22.0%] vs. 79/1,953 [4.0%]). The relative risk of first attempt Step 1 failure for medical school graduates was 13.4 for African Americans, 7.4 for Latinos, 3.6 for matriculants greater than 22 years of age, 3.2 for women, and 2.3 for first generation college graduates. The relative risk of not being specialty board certified for those graduates who initially failed Step 1 was 2.2. Our observations regarding characteristics of graduates in our study cohort who initially failed Step 1 can inform efforts by medical schools to identify and assist students who are at particular risk of failing Step 1. 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:
Professional Education; Cognitive Structures; Faculty Development; Professional Occupations; Allied Health Occupations; Health Occupations; Cognitive Processes

Abstract:
When appraising the performance of others, assessors must acquire relevant information and process it in a meaningful way in order to translate it effectively into ratings, comments, or judgments about how well the performance meets appropriate standards. Rater-based assessment strategies in health professional education, including scale and faculty development strategies aimed at improving them have generally been implemented with limited consideration of human cognitive and perceptual limitations. However, the extent to which the task assigned to raters aligns with their cognitive and perceptual capacities will determine the extent to which reliance on human judgment threatens assessment quality. It is well recognized in medical decision making that, as the amount of information to be processed increases, judges may engage mental shortcuts through the application of schemas, heuristics, or the adoption of solutions that satisfy rather than optimize the judge's needs. Further, these shortcuts may fundamentally limit/bias the information perceived or processed. Thinking of the challenges inherent in rater-based assessments in an analogous way may yield novel insights regarding the limits of rater-based assessment and may point to greater understanding of ways in which raters can be supported to facilitate sound judgment. This paper presents an initial exploration of various cognitive and perceptual limitations associated with rater-based assessment tasks. We hope to highlight how the inherent cognitive architecture of raters might beneficially be taken into account when designing rater-based assessment protocols. 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:
Graduate Students; Doctoral Programs; Masters Programs; Faculty Advisers; Career Development; Professional Education; Educational Counseling; Interprofessional Relationship; Interpersonal Competence

Abstract:
In master's programs, and especially at the doctoral level, graduate students depend on their advisers more than on anyone else in their careers. Students do more work for their adviser's eyes than for anyone else's, and the adviser's approval is the key to the door that leads to the next place, whether full-time employment or more school. For those reasons and many others, graduate students spend a lot of time watching and thinking about their advisers. Adviser-student connection blends the professional and the personal. Treating graduate students as people, not just scholars in training, will make them better professionals. 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:
Higher Education; Professional Education; Elementary Secondary Education; Vocational Education; Vocational Schools; Foreign Countries; Private Sector; Secondary Education; Public Sector; Universities; Organizations (Groups); Preschool Education; Cooperation; Training

Abstract:
The Republic of Kazakhstan is located in Central Asia, to the south of Russia and to the north-west of China. It occupies an area equal to 2724.9 thousand sq. km. and stretches east from the Caspian Sea and Volga plains to the Altai Mountains, from the foothills of Tien Shan in the south and southeast to the Western Siberian lowland in the north. The constitution of Kazakhstan provides every citizen with a right to receive a free pre-school education. Primary and secondary education in Kazakhstan is also free and compulsory for all citizens. The primary education in Kazakhstan starts at age six and runs from years 1-5. The secondary education in Kazakhstan runs from years 6 to 8, and roughly corresponds to what is called in the USA, junior high school, or middle school. Higher education consists of two types of institutes in Kazakhstan. The universities, unlike Western universities, offer bachelor degrees with 4 years' duration. The second type of institute of higher education consists of institutes that focus mainly on professional education and prepare students for professional or scientific careers. Two types of vocational education are available in Kazakhstan, namely primary vocational education and secondary vocational education. Vocational schools and Lyceums offer primary vocational education, and it mainly focuses on vocational rather than technical skills. The secondary vocational institutions provide professional educational programmes of secondary vocational education. Colleges (previously known as "Technikums") offer secondary vocational education and concentrate more on preparing students with higher level technical and professional skills. This article discusses the following: (1) Challenges facing the education system in Kazakhstan; (2) Training and development activities in the public sector; (3) Training and development activities in the private sector; (4) Critical assessment of training and development practices; and (5) Academic collaboration in training and development. List of training organizations in Kazakhstan is also included. (Contains 7 tables, 1 figure ad 1 footnote.) 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:
Clinical Psychology; Doctoral Programs; College Programs; Accreditation (Institutions); Counseling Psychology; School Psychology; Check Lists; Information Sources; Professional Education

Abstract:
This is the official listing of accredited psychology doctoral programs. It reflects all Commission on Accreditation decisions through July 22, 2012. (Contains 15 footnotes.)

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