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Descriptors:
Immigrants; Teaching Methods; Surgery; Foreign Countries; Medical Services; Patients; Expertise; Physicians; Injuries; Diseases; Urban Areas; Competition; Medical Education; Networks; Moral Values; Experiential Learning; Standards; Educational History

Abstract:
Due to its ascendancy as the administrative and commercial center of early modern England, London experienced sustained growth in the latter half of the sixteenth century, as waves of rural immigrants sought to enhance their material conditions by tapping into the city's bustling occupational and civic networks. The resultant crowded urban landscape fostered mounting demand for medical services, since injuries and ailments, ranging from consumption to contusions, proliferated within the city's teeming streets and markets. Due to consistently strong patient demand and the conventions of English common law, which stipulated that legal authorization to practice medicine was solely contingent upon patient consent, peddling medical services to the city's ill and infirm became an increasingly appealing--and potentially lucrative--venture. Consequently, London's largely unregulated medical marketplace--characterized by competition for patients, the mounting influence of print culture, and the emergence of small commercial networks--attracted a diverse array of practitioners, including university-educated physicians, guild-licensed surgeons, and a medley of specialist and itinerant practitioners. In the absence of effective institutional regulation, distinctions between medical practitioners and modes of treatment were often difficult to discern due to a lack of clearly defined legal demarcations. In response to such occupational fluidity, the Barber-Surgeons' Company--London's largest body of licensed medical practitioners and the city's only guilded branch of medicine before the advent of the Apothecaries' Company in 1617--endeavored to maintain exclusive control over the practice of surgery within the city. To prevent the encroachment of interlopers and foreign practitioners ineligible for guild membership, Company members devised an array of semiformal educational networks that reinforced their desire to train surgeons as proficient artisans, morally upright representatives of their occupational group, and agents of intellectual traditions ostensibly inaccessible to those excluded from the Company's ranks. Drawing inspiration from Andrew Abbott's notion of jurisdiction in the control of occupational skill and knowledge, this study argues that surgical education in early modern London was characterized by a synthesis of theoretical, experiential, and moral components that enabled members of the Barber-Surgeons' Company to bolster their expertise and erect occupational boundaries. By emulating prevailing paradigms of social disciplining--processes through which civic and guild authorities upheld order and stability within their communities by prescribing conventions of propriety and etiquette--the Company's self-conscious efforts to establish standards of occupational decorum and repress deviance not only mitigated the encroachment of interlopers, but also reinforced the nascent pre-professionalization of London's surgeons. (Contains 96 footnotes.) 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:
Competence; Instructional Design; Human Capital; Professional Services; Promotion (Occupational); Job Skills; Expertise; Literature Reviews; Program Administration; Standards; Delphi Technique; Measures (Individuals)

Abstract:
There are well-documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the "must have" skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in-depth literature review. In addition to enhancing knowledge of instructional designers" competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice. (Contains 8 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; Human Geography; Foreign Countries; Educational Philosophy; Writing Instruction; Self Concept; Political Influences; Second Language Learning; Second Language Instruction; Language Planning; Educational Trends; Critical Theory; Standards

Abstract:
In this article, the author examines Makiguchi Tsunesaburo's philosophy and practice of human geography ("jinsei chirigaku"), community studies ("kyodoka"), and composition instruction based on "value-creating pedagogy" ("soka kyoikugaku") for thinking through and responding to two competing trends intersecting language, identity, and education in the contemporary United States--the politicized imagining of America and increasingly ineffective critical approaches to second language education. As the politicized imagining and language policies Makiguchi faced in wartime Japan are echoed, though in substantively different form, in the contemporary United States, the author draws on Makiguchi's own words in these areas to think through and suggest ways contemporary educators can "create value" from the two aforementioned trends intersecting language, identity, and education in the United States. (Contains 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:
Teaching Methods; Industry; Instructional Innovation; Technology Education; Standards; Vignettes; Problem Solving; High Schools; High School Students; Secondary School Teachers

Abstract:
Innovation is central to modern industry. It can and should be taught in schools. Not only does providing students a background in innovation benefit them later in life and industry, but it also promotes and further develops their critical thinking and collaboration skills. Despite the need for innovation, many have struggled with how to teach it. Typically, this is a result of thinking about innovation too linearly. In innovation, there typically is no single right answer, and there isn't a defined path leading towards a perfect solution. Rather, innovation is a nonlinear development of ideas where the ingredients of finding, shaping, playing, refining, and sharing are used interchangeably to develop innovative products, systems, or services. This article provides a brief fictional vignette, drawn from the authors' experiences teaching innovation to students, of specific methods a teacher could use to incorporate innovation into his or her classroom. (Contains 1 table, 3 images and 1 graphic.) 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:
Teacher Education; Educational Change; Service Learning; Expertise; Teacher Effectiveness; Teacher Persistence; Educational Quality; Beginning Teacher Induction; Standards; Role

Abstract:
Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of teachers. Initial teacher education is viewed as the first phase of the professional life-cycle of a teacher; part of a professional continuum of learning and expertise, rather than a distinct preparatory phase. We do not present a detailed model for this continuum; believing there is still significant work to be done on defining and delineating the levels of expertise. Such work is beyond the scope of this paper. We do provide a starting point for further consideration. Further, we suggest a scaffolded transition, determined by the learning needs of teachers, between initial teacher education and induction, moving to in-service learning, with closer connections between providers and schools to mitigate against a disconnect between these phases of development. The potential role of professional standards in supporting teacher learning across the professional life-cycle is also discussed. 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; Inspection; Models; School Effectiveness; Educational Improvement; Interviews; Content Analysis; Standards; Feedback (Response); Intervention; Sanctions; Rewards

Abstract:
School inspection is used by most European education systems as a major instrument for controlling and promoting the quality of schools. Surprisingly, there is little research knowledge about how school inspections drive the improvement of schools and which types of approaches are most effective and cause the least unintended consequences. The study presented in this paper uses interviews with inspection officials and a document analysis to reconstruct the "program theories" (i.e. the assumptions on causal mechanisms, linking school inspections to their intended outcomes of improved teaching and learning) of Inspectorates of Education in six European countries. The results section of the paper starts with a summary of the commonalities and differences of these six national inspection models with respect to standards and thresholds used, to types of feedback and reporting, and to the sanctions, rewards and interventions applied to motivate schools to improve. Next, the intermediate processes through which these inspection models are expected to promote good education (e.g. through actions of stakeholders) are explained. In the concluding section, these assumptions are critically discussed in the light of research knowledge. 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:
Homosexuality; Social Work; Data Analysis; Human Services; Hospitals; Patients; Caseworkers; History; Presidents; Standards; Guidelines; Health Services; Role

Abstract:
In April 2010, President Obama issued a directive to the Secretary of Health and Human Services (HHS) regarding patient visitation, advance directives, and other initiatives to improve the lives of lesbian, gay, bisexual, and transgender people and their families. The HHS response to this directive has implications for hospital social workers. The purpose of this secondary data analysis was to explore indicators of social work readiness to support implementation of the resulting initiatives. A historical context for the changes is provided, inclusive of the cases that spurred the presidential memorandum. The findings are presented within the framework of the profession's standards for social work practice in health care and end-of-life care. Recommendations for enhancing social work readiness for a critical role in implementation of the new regulations are presented. 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:
Global Education; Foreign Countries; Educational Change; Teacher Education; Politics of Education; Educational Policy; Standards; Curriculum Design; Accountability; Reading Achievement

Abstract:
The publication of the Programme for International Student Assessment (PISA) 2009 (Cosgrove et al., 2010; Perkins et al., 2010) reading literacy results heralded a crisis of confidence in educational standards in Ireland. This article examines the national and international context of teacher education reform and the politics of the policy response to the perceived crisis. In essence, this response represents a system shift toward the global education reform movement (GERM) characterized by standardisation, narrowed curriculum focus, and stricter accountability. (Contains 1 table.) 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:
Validity; Rating Scales; Music Education; Grounded Theory; Classical Music; Scientific Methodology; Music; Musical Instruments; Accountability; Content Validity; Construct Validity; Standards; Musicians

Abstract:
This study investigated ways to improve the quality of music performance evaluation in an effort to address the accountability imperative in tertiary music education. An enhanced scientific methodology was employed incorporating ecological validity and using recognized qualitative methods involving grounded theory and quantitative methods involving confirmatory factor analyses. By distilling the disciplinary consensus, this approach enabled the specific definition of the constructs and standards used in university student classical music performance examinations, and provided their refinement with the empirical development of standards-based, criterion-specific rating scales for five instrument families. The study found that the examiners in each instrument family used between 15 to 17 constructs and associated descriptors, and at least two general dimensions referring to technical proficiency and another relating to musicality and interpretation. Analyses showed acceptable internal consistency and construct validity for the scales. Findings suggested that, although several construct and general dimension commonalities were found among the items across all scales, the presence of significant instrument-specific differences suggested that the use of generic rating scales may not provide sufficient content validity. Implications for the application of standards in music performance assessment were discussed. (Contains 6 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:
Educational Quality; Foreign Countries; Databases; Access to Education; Role; Equal Education; Elementary Schools; Standards; Educational Change; Best Practices; Educational Improvement; Audits (Verification); Data Analysis

Abstract:
The approach taken over the past decade to introduce minimum primary school standards in Vietnam is reviewed, with annual school audits that measured both input (quality) and output indicators. It describes a successful, context specific approach in which flexible data systems were used to support the evolution and adoption of a new set of standards. A rich multiyear data set has enabled impact analysis, equitable investment planning and test hypotheses on the variables within the "black box" of a classroom that influence learning. Institutional challenges presented in mainstreaming and evolving standards are contrasted with international best practice on raising standards. (Contains 4 tables and 9 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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