Academic Advancement in the Current Era Shafer, Keri M.; Hira, Ravi S.; Sinha, Shashank S. ...
Journal of the American College of Cardiology,
02/2019, Volume:
73, Issue:
5
Journal Article
The Keep Children and Families Safe Act amendment to the Child Abuse Prevention and Treatment Act (CAPTA) of 2003 mandated children under age three who are involved with Child Welfare (CW) to receive ...a referral to the system for early intervention (EI). While there is strong rationale for providing developmental services to young children and families impacted by maltreatment, the early implementation of this policy brought about many challenges related to interagency coordination and readiness of providers to provide cross-systems care. Currently, as the system and providers within the system recover from the effects of Covid-19, a predicted increase in need of services may exacerbate historical gaps in the provision of services to families involved with CW.
This policy-focused paper explores issues impacting CW and EI providers who coordinate care between CW and EI services.
This paper provides a historical examination of these challenges and proposes an approach for improving developmental services for families referred from CW, specifically through the lens of addressing resources and supports available to providers.
The proposed approach includes an increase and reprioritization of resources to support provider readiness and well-being.
By focusing on support for providers, the authors propose a reduction of stress and improvement of services at each level of the “well-being” system.
Service-Learning stands out as a teaching approach that connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on ...the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement. The advantages of Service-Learning for inclusive education have recently been underpinned by studies, in which pre-service teachers are exposed to diverse population groups in schools or communities. Our study explores how Service-Learning is applied in teacher education in Austria. It is based on a series of semi-structured interviews with 13 teacher educators who apply this form of teaching in cooperative projects with schools. Our findings suggest that teacher educators distinguish between five orientations in Service-Learning (connecting theory and practice, engagement, community needs, job-related skills, learning outside the classroom), take on distinct expert and support roles, and see multiple benefits in Service-Learning. Our study underlines the importance of Service-Learning for inclusive education and the value of preparing pre-service teachers for dealing with diverse groups of pupils by allowing them to experience the real-world problems that confront schools.
Research has repeatedly shown that quality of instruction and positive student–faculty interaction are significant contributors to student success and wellbeing in higher education. However, as ...additional workload expectations and resource constraints continue to impact higher education globally, there are growing concerns about stress, workload, burnout and intention to leave academia which have significant implications for the wellbeing of both students and educators. This special issue of Student Success explores the vital contribution of educator wellbeing to student success, and approaches to improving it.
Image: Staff on strike at the University of Newcastle, Australia, 2022. https://betteruniversities.work/uon
Image used with the permission of the NTEU Office (NSW)
Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined ...review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick's training evaluation taxonomy. We found that North American universities provide the most empirical evidence about FD activities, focusing on technology integration in teaching and pedagogical skill improvement. Formal programs, such as serial workshops and developmental relationship, were reported with high frequency, compared to self-directed learning and organizational development activities. Empirical research was heavily based on self-reported, qualitative data and emphasized individual-level outcomes. There is a lack of information regarding the impact of FD activities for teacher educators on subsequent student learning or the downstream effect on school systems. Similarly, institutional involvement in FD remains largely unexplored. We conclude with robust recommendations for research and practice.
Al-Qur'an-Based Ideal Educator Competencies (A study of Q.S. Luqman; 12, Q.S. Ar-Rahman: 1-5, Q.S. An-Najm: 3-10, Q.S. An-Nahl: 43-44)The purpose of this study is to analyze theoretical concepts ...regarding the competence of ideal educators based on the Quran. In this study, the author used the maudhu'i interpretation method, which served to comprehensively explore the thematic ideas of the "ideal educator" in the Qur'an. This paper finds, in Q.S. Lukman; 12 it can be understood that the ideal educator has an argumentative scientific competence that is clean from fallacies, stupidity, so as to change the situation towards the improvement of the aqidah, worship, and morals of the learners. in addition, he also has a gentle and persuasive attitude in conveying messages. In Q.S. Ar-Rahman: 1-5 it can be understood, that the ideal educator is one who is able to teach his students to communicate both orally and in writing. In Q.S. An-Najm: 3-10, it can be understood among the traits that the teacher needs to possess are; a. Physically and mentally strong, (شديدالقوي), b. Intelligent and intellectually high (ذُو مِرَّةٍ), c. Have talents as educators that can be seen from words, behaviors, and deeds (استوى), d. Always establish closeness with students in order to understand and encourage them to move forward ( دنا ), e. Understanding the character as well as the shortcomings of each learner (تدلي), f. Always make efforts to improve in ability as a professional teacher (اْوحى), g. Meet the demands of the curriculum and syllabus (مااْوحى). in Q.S. An-Nahl: 43-44 understandably, the educator must be good at it (Ahl Zikr), in other words his knowledge is broader than the learner. The teacher must also have good handbooks (bayyinat) and diktats (zubur).
The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few ...teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer
students' improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students.
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