Resumen: Se describe la experiencia de un taller cuyo objetivo fue capacitar a profesionales para abogar por la salud de la población gitana. La abogacía por la salud es recomendada por organismos ...internacionales y expertos en salud pública para superar las inequidades en salud. Participaron 16 profesionales de tres centros de salud de barrios con una alta densidad de población gitana, en riesgo de exclusión social. El taller se organizó en tres sesiones dirigidas a sensibilizar, dar a conocer el marco conceptual y metodológico de la abogacía, y diseñar un plan de abogacía. Se pone de manifiesto la utilidad de este espacio de reflexión y análisis, y la necesidad de abogar por la salud de la población gitana, junto a otros agentes gitanos/as y sectores comunitarios, identificando oportunidades y utilizando los recursos comunitarios. Futuras investigaciones deben profundizar en el desarrollo de planes de abogacía intersectoriales y difundirlos, para facilitar su implementación en otros contextos de características similares. Abstract: This article describes a workshop whose objective was to build Roma health advocacy capacity among a group of health professionals. Health advocacy is recommended by international organizations and public health experts to overcome the health inequities that Roma populations suffer. Sixteen professionals from three health centres located in neighbourhoods with a high Roma population participated. The workshop was organized in three sessions aimed at raising awareness, sharing an advocacy framework and methodology and designing an advocacy plan. We highlight the utility of spaces for reflection and analysis, the need to advocate for Roma health with Roma leaders and community sectors, identification of opportunities and utilization of community resources. Future research should strengthen the development of intersectoral advocacy plans, disseminate them and facilitate their implementation in other contexts with similar characteristics.
Centers for Teaching and Learning (CTLs) are important change agents on campus with strategies that are unique and impactful--but sometimes unarticulated or misaligned. In this wide-ranging book, ...Mary C. Wright maps the landscape of 1,200+ CTLs in the United States through a unique approach: by conducting complex web searches to identify and categorize CTLs, then examining the wealth of information that is available on these institutions' own websites. The data she uncovers reveal important insights into CTLs' strategies and operations and offer a fuller picture of the impact these centers are making on US higher education as a whole. Drawing from this web-based methodology, as well as interviews with CTL leaders and staff, Wright provides a broad picture of educational development in the United States and examines trends in what CTLs aim to accomplish, key strategies for reaching these goals, programs and services they offer, and their impacts on campuses. She also explores new organizational mandates for CTLs, including ones involving instructional technology and online learning, assessment, writing, service learning and community engagement, and career and leadership development. In response to increased constituency sizes and expanding missions and mandates, she notes, centers are also incorporating new faculty and student engagement structures. Key chapters focus on goals and theories of change, program types and exemplars, organizational structures, assessment and evaluation practices, and emerging trends. Offering guidelines for effective strategic leadership, "Centers for Teaching and Learning" documents the growth of this important organizational unit in US higher education and explains the role these centers play in supporting operational needs, strategic aims, and organizational change.
Reflects on her experience of the New Zealand Certificate in Adult & Tertiary Teaching with Te Wānanga o Aotearoa and on Ako as a teaching and learning relationship grounded in the principle of ...reciprocity and the four communication strategies of Fonofale, Tivaevae, Talanoa and Teu le Vā. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
This practical guide details the characteristics of high-quality microcredentials and provides guidelines for choosing them, models for designing them, implementation strategies, and lots of examples.
The complexity of the decisions that today's higher education leaders face-as they engage with a diversifying student body, globalization and technological advances-requires embracing new ways of ...thinking about leadership. This book examines the new theories and concepts of leadership that are described in the multidisciplinary literature on leadership, and are being applied in other sectors-from government to the non-profit and business communities-to explore the implications for leaders and leadership programs in higher education. At a time when the heroic, controlling, and distant leader of the past has given way to a focus on teams, collectives and social change, the contributors to this book ask: What new skills and competencies should leaders and programs be addressing?The recognition of the interdependence of groups within organizations, and between organizations; of cultural and social differences; and of how technology has sped up decision time and connected people across the globe; have changed the nature of leadership as well as made the process more complex and diffuse. This book is addressed to anyone developing institutional, regional or national leadership development programs; to aspiring leaders planning to participate in such programs; and to campus leaders concerned with the development and pipeline of emerging leaders. It will be particularly useful for administrators in faculty development offices who are planning and creating workshops in leadership training, and for staff in human resource offices who offer similar training.Contributors: Laurel Beesemyer; Rozana Carducci; Pamela Eddy; Tricia Bertram Gallant; Lynn Gangone; Cheryl Getz; Jeni Hart; Jerlando F. L. Jackson; Lara Jaime; Adrianna Kezar; Bridget R. McCurtis; Sharon McDade; Robert J. Nash; Elizabeth M. O'Callahan; Sue V. Rosser; Lara Scott.
Background and Objectives: Qualified and experienced teachers with high professional and educational ability are very necessary and vital for quality education. In this regard, professional ...development programs with lifelong and continuous training courses in various formats, including in-service training courses, are held for teachers. Despite the importance of these courses, a review of the findings of many studies suggests that in-service education courses were not so effective for many teachers. Therefore, the aim of this study was to explore the challenges of holding in-service training courses in education from the teachers’ perspectives.Materials and Methods: The method of the present study is qualitative with a phenomenological approach in terms of lived experiences. The participants of the present study were all teachers working in West Azerbaijan Province. The research sample was selected by using non-probability purposeful sampling method with considering the criteria such as teachers' reputation, obtaining technology-related rewards in provincial or national festivals, and teaching experience of technology training courses in the Department of Education. The sample size was determined by considering the theoretical saturation rule. In order to receive the feedback of adequacy and theoretical saturation, after each interview, the data were immediately transcribed, handwritten, and encoded. After 22 interviews (13 women and 9 men), the data reached the theoretical saturation. The data collection method was the semi-structured interview. Two techniques of voice recording and note-taking (with the emphasis laid on voice recording) were used for data collection method. To analyze the data and extract the main themes, the content analysis approach was performed based on the four-step approach of Giorgi (1970) in the platform of MAXQDA10 software.Findings: The findings showed that the challenges of holding in-service courses can be classified and presented in four themes or main challenges which are: 1) Motivation of the teachers for active and purposeful participation in the courses (including subcategories of internal challenges and external challenges); 2) the quality of and the method of holding the courses (including subcategories of lack of attention to the thematic nature of the courses, and lack of attention to the required infrastructure); 3) the Continuity (thematic and temporal) in holding the courses (including subcategories of lack of continuity of thematic hierarchy and lack of time continuity in holding the courses); and 4) adapting the content of the courses to the needs of the teachers (including lack of need-oriented courses, lack of attention to the proportion of the prerequisite knowledge of the teachers to participate in the courses and lack of specialized courses).Conclusions: Comsidering that like other government organizations, holding in-service training courses for the teachers is mandatory in the Education Organization, it is assumed that holding such courses is somehow ‘fulfilling a duty’without paying attention to the ‘effectiveness’ of the courses. Therefore, it is cocluded that the first challenge should be lack of teachers’ motivation in participating in such courses. The second challenge is that since the required infrastructures for holding such courses are not provided, thus the courses lack the required effectiveness. The third challenge is that since in-service training courses are not held continuously, both thematically and temporally, therefore, despite spending a large amount of costs, their effectiveness is not evident. According to fourth challenge, since the prerequisite of ‘participation in the course’ and ‘determining the level of the teachers’ are not observed, thus, the content of the courses is not regulated with respect to the development of the professional skills of the teacher. Therefore, it is suggested that for holding such courses, first the assessment of needs and prerequisites of the courses should be formulated, the teachers should be graded, the required prerequisites for such courses should be provided. Considering the sequence of the topics, the courses
Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Originally published ...as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018).
In this insightful math resource for grades 3-8, popular professional developer Marian Small helps teachers understand and facilitate meaningful assessments to advance student understandings. Small ...shows new and veteran teachers how to do three fundamental things well: identify the most important math to assess; construct meaningful assessments--both formative and summative--to measure student understanding; and provide students with feedback that is clear, timely, and specific. Examples for each grade level are provided, along with details on how to pose questions, analyze errors, and help students understand and learn from their mistakes. The book provides specific guidance for when and how to offer feedback on both correct and incorrect answers in order to advance students' mathematical thinking. Like other Marian Small bestsellers, "Math That Matters" combines her special brand of lucid explanation of difficult concepts with fresh and engaging activities. Book features: (1) comprehensively addresses different mathematical domains for each grade (3-8); (2) organized around common core curriculum groupings but still applicable to other sets of mathematical standards; (3) includes student examples with suggestions for targeted, constructive feedback; and (4) uses a strength-based approach to teacher education and professional learning. Foreword by Damian Cooper. Co-published with Nelson Publishing Inc.
In "Teaching Core Practices in Teacher Education," Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies "core practices" of teaching and supports ...novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. "Teaching Core Practices in Teacher Education" outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. This book is organized into the following chapters: (1) The Turn Towards Practice-Based Teacher Education: Introduction to the Work of the Core Practice Consortium (Pam Grossman, Sarah Schneider Kavanagh, and Christopher G. Pupik Dean); (2) Use of Representations in Teacher Education (Katie A. Danielson, Meghan Shaughnessy, and Lightning Peter Jay); (3) Modeling as an Example of Representation (Sarah McGrew, Chandra L. Alston, and Brad Fogo); (4) Approximations of Practice in Teacher Education (Kristine M. Schutz, Pam Grossman, and Meghan Shaughnessy); (5) Rehearsals as Examples of Approximation (Megan Kelley-Petersen, Elizabeth A. Davis, Hala Ghousseini, Matthew Kloser, and Chauncey Monte-Sano); (6) Core Practices and the Teacher Education Curriculum: Stories of Practice (Ashley Cartun, Kristine M. Schutz, Megan Kelley-Petersen, and Megan Franke); (7) Taking Core Practices to the Field (Andrea Bien, Janet Carlson, Elham Kazemi, Abby Reisman, Melissa A. Scheve, and Andrea Wells); and (8) Coda: Learning Together (Katie A. Danielson, Sarah Schneider Kavanagh, and Elham Kazemi). An appendix, notes, acknowledgments, sections about the editor and contributors, and an index are included.
Objective
To assess the effect of Helping Mothers Survive Bleeding after Birth training on postpartum hemorrhage (PPH) near miss and case fatality rates in Uganda.
Methods
Training was evaluated ...using a cluster‐randomized design between June 2016 and September 2017 in 18 typical rural districts (clusters) in Eastern and Central Uganda of which nine districts were randomly assigned to the intervention. The main outcome was PPH near miss defined using the World Health Organization’s disease and management‐based approach. Interrupted time series analysis was performed to estimate the difference in the change of outcomes.
Results
Outcomes of 58 000 and 95 455 deliveries during the 6‐month baseline and 10‐month endline periods, respectively, were included. A reduction of PPH near misses was observed in the intervention compared to the comparison districts (difference‐in‐difference of slopes 4.19, 95% CI, –7.64 to –0.74); P<0.05). There was an increase in overall reported near miss cases (difference‐in‐difference 1.24, 95% CI, 0.37–2.10; P<0.001) and an increase in PPH case fatality rate (difference‐in‐difference 2.13, 95% CI, 0.14–4.12; P<0.05).
Conclusion
This pragmatic cluster‐randomized trial conducted in typical rural districts of Uganda indicated a reduction of severe PPH cases while case fatality did not improve, suggesting that this basic training needs to be complemented by additional measures for sustained mortality reduction.
Trial registration: PACTR201604001582128.
Synopsis
Helping Mothers Survive Bleeding after Birth training reduces severe morbidity in women experiencing postpartum hemorrhage.
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