This article describes the impact of the pandemic on physical medicine and rehabilitation in a COVID-19 referral center of a developing country. It describes how telerehabilitation can be leveraged ...to fill in the gaps in service, training, and research arms of the physical medicine and rehabilitation specialty. The ITAWAG ("to call") telerehabilitation program is the response of the Department of Rehabilitation Medicine at Philippine General Hospital, which is the country's national university hospital, to the ongoing COVID-19 crisis that continues to limit face-to-face access to physical medicine and rehabilitation services throughout the country. With the significant decline in the number of patients served since the start of the pandemic, the ITAWAG program aimed to bridge the physical distance between patients and clinicians after a set of eligibility criteria for teleconsultation or teletherapy and a step-by-step process used before, during, and after each virtual encounter. However, because many physical medicine and rehabilitation consultants, residents, and therapists were not trained for the virtual approach to patient care, a telerehabilitation curriculum was developed to help in providing quality and competent services. Finally, despite the growing awareness of telerehabilitation throughout the country, several research gaps about this emerging technology are identified to determine its acceptance, applicability, and cost-effectiveness among others.
•In-service foster/adoptive parents need access to trauma-informed care information.•Online trainings are a promising way to help meet this need at the right time.•Parents felt more competent in ...trauma-informed caregiving after the online training.•Parents showed measurable gains in parenting knowledge after the online training.•Parents expressed that the online training was usable, useful, and the right amount.
Trauma-informed parenting is increasingly essential for children in foster care. This study evaluated survey responses from participants before and after an in-service, trauma-informed training that is accessible online in the United States. A total of 361 participants – in-service foster and adoptive parents from areas throughout the United States – completed three surveys across 1,282 training sessions that each covered one of 15 thematic areas. This within-group, cross-sectional study design assessed the caregiver competency, knowledge gain, and satisfaction (i.e., perceived usability, usefulness, amount) of participants. Results indicated that after the training, participants felt more competent in their caregiving abilities, experienced moderate gains in parenting knowledge, and were satisfied with the quality of the training. One implication of these findings is that an asynchronous, online setting can be a feasible and acceptable modality for expanding access and availability of in-service foster and adoptive parent training programs.
Online training has been gaining popularity for its flexibility and cost‐efficiency. Its introduction challenges existing practices of in‐service training which are mostly in the form of onsite ...training. Based on a participative, interpretive case study, we conceptualized in‐service training as an institution, examining how the introduction of online training affected changes to the in‐service training practices. Our research investigates three modes of in‐service training; onsite training, self‐paced online course, and synchronized online training. Two conflicting institutional logics that are associated with the first two modes of training emerge; onsite training logic and online training logic. The in‐service training institution in Indonesia remained stable despite changes in technology used and the covid pandemic. The logic of onsite training continued to be dominant throughout the period, and most training practices in onsite training were carried over to the online training without reflections.
•Serious games should be used as modules of a global training protocol.•Face-to-face and distant learning should be balanced in serious games design.•Learners must discuss their objectives before and ...after playing a serious game.•Human Resources Management should invest in add-ons to serious games.•Perceived values depend on the type of learning modalities and on the type of stakeholder.
This article analyzes the value creation of serious games along five dimensions: (1) product design, (2) cost optimization, (3) impact on cognition, (4) experienced emotions, and (5) the socialization process. This research adopts an exploratory approach, mixes qualitative and quantitative methods, and is based on the case study of AXA, the number 1 global insurance brand. The authors interviewed learners, trainers, and managers from the company. The originality lies in the comparison of five different training methods: face-to-face, videoconference, non-tutored e-learning, tutored e-learning, and serious games. The qualitative study reveals that serious games create value according to five dimensions: conception, optimization, cognition, emotion, and socialization. The four recommendations are: (1) to integrate serious games into a wide-ranging training protocol; (2) to balance face-to-face and distance-learning phases; (3) to assess knowledge transfer and to check that learners can use what they learned in the real world; and (4) to ensure learner self-awareness and enhance cognitive engagement. The quantitative study suggests that value created by serious games is significantly different from value created by other learning methods. Additionally, managers recognize significantly higher value creation than trainers and learners.
The current climate in education environments necessitates the collaboration on and sharing of research done by teacher educators and professional developers. In an era of high-stakes assessment ...driven by international tests, professionals are looking for research-based or evidence-based initiatives and approaches to enhance teacher learning, which will in turn impact student learning. The "Handbook of Research on Educator Preparation and Professional Learning" is a critical scholarly publication that examines pedagogy for educator preparation and growth for classroom expertise. This book features a wide array of topics such as online environments, project-based learning, and urban education. This book is ideal for educators, administrators, professional developers, academicians, policymakers, and researchers.
Teachers' Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze ...teaching and learning contexts, and delve into teachers' knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.
What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? "The Teacher's Reflective Practice Handbook" is an essential source of advice, guidance and ...ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this "Handbook" guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: (1) systematically evaluate your teaching through classroom research procedures; (2) question personal theories and beliefs, and consider alternative perspectives and possibilities; (3) try out new strategies and ideas to maximise the learning potential of all students; and (4) enhance the quality of, and continue to improve, your teaching. Including a range of reflective tasks, links to online resources, exemplification material and further reading to help you develop your own thinking, "The Teacher's Reflective Practice Handbook" is an accessible guide which supports the facilitation of reflective practice through self and peer assessment, problem-based learning and personal development planning. The multi-dimensional framework enables you to build a meaningful, personally relevant portfolio of evidence-informed practice.
Employing the ability–motivation–opportunity model, this study proposes that knowledge acquired from business schools by students, students' intrinsic motivation, and innovative culture of business ...organizations are factors that affect the transfer of knowledge from business schools to business organizations through in-service training students. Using a sample of 843 in-service training business students in Vietnam, the results from SEM (structural equation modeling) support the hypotheses, except for the impact of innovative culture on knowledge transfer. However, the results from fsQCA (fuzzy-set qualitative comparative analysis) with the same data set reveal that none of the above-mentioned factors are sufficient conditions for knowledge transfer. Instead, combinations of these three factors are. Overall, it is believed that the study findings shed light on a new channel of knowledge transfer, that is, in-service training students, not investigated by prior research.
A clear and comprehensive guide to evaluating and supporting instructional coaches and coaching programs, including how to recruit, hire, and retain effective coaches. With sound practices in place ...to evaluate coaching programs, instructional coaches will become better partners, teachers will become better mentors, and students will become better learners. Few evaluation systems are specifically geared toward coaching roles. Ensuring that school districts have accurate information about both coaches and coaching programs is crucial to guide improvement in supporting classrooms, as well as in ensuring accountability. With sound evaluation processes in place, districts can effectively evaluate instructional coaches and coaching programs and use data to set goals. Advance Praise for Evaluating Instructional Coaching: It has arrived! The ICG team has pulled through again with a much-needed guide, providing a thorough process from how to hire, evaluate, support, and retain instructional coaches. This book will empower school leaders to be partners with instructional coaches by providing meaningful evaluation tools and effective coaching programs. Readers will walk away with ideas on how to help coaches grow to best serve students and teachers in their schools. Thank you, ICG. We needed your research, knowledge, and most of all your humble approach on how best to support coaches and coaching programs! — Kelly Jacobs, District Instructional Coaching Coordinator, Lansing (Mich.) School District Instructional coaches devote their time to growing teachers. One way to support instructional coaches in their professional growth is to ensure an effective evaluation system is in place for them. This book gives leaders several things to consider as they define the coach's role, hire candidates, and put an evaluation process in place. — Michelle Lis, Coordinator, Instructional Coaching, Fairfax County (Va.) Public Schools A joint publication of ASCD and One Fine Bird Press.
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any ...teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curricula that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom. After a Preface, this book is divided into the following chapters: (1) Introduction (John Bransford, Linda Darling-Hammond, and Pamela LePage); (2) Theories of Learning and Their Roles in Teaching (John Bransford, Sharon Derry, David Berliner, and Karen Hammerness, with Kelly Lyn Beckett); (3) Educating Teachers for Developmentally Appropriate Practice (Frances Degen Horowitz, Linda Darling-Hammond, and John Bransford, with James Comer, Kathy Rosebrock, Kim Austin, and Frances Rust); (4) Enhancing the Development of Students' Language(s) (Guadalupe Valdes, George Bunch, Catherine Snow, and Carol Lee, with Lucy Matos); (5) Educational Goals and Purposes: Developing a Curricular Vision for Teaching (Linda Darling Hammond, James Banks, Karen Zumwalt, Louis Gomez, Miriam Gamoran Sherin, Jacqueline Griesdorn, and Lou-Ellen Finn); (6) Teaching Subject Matter (Pamela Grossman and Alan Schoenfeld, with Carol Lee); (7) Teaching Diverse Learners (James Banks, Marilyn Cochran-Smith, Luis Moll, Anna Richert, Kenneth Zeichner, Pamela LePage, Linda Darling-Hammond, and Helen Duffy, with Morva McDonald); (8) Assessment (Lorrie Shepard, Karen Hammerness, Linda Darling-Hammond, and Frances Rust, with Joan Baratz Snowden, Edmund Gordon, Cris Gutierrez, and Arturo Pacheco); (9) Classroom Management (Pamela LePage, Linda Darling-Hammond, and Hanife Akar, with Cris Gutierrez, Evelyn Jenkins-Gunn, and Kathy Rosebrock); (10) How Teachers Learn and Develop (Karen Hammerness, Linda Darling-Hammond, and John Bransford, with David Berliner, Marilyn Cochran-Smith, Morva McDonald, Kenneth Zeichner); (11) The Design of Teacher Education Programs (Karen Hammerness and Linda Darling-Hammond, with Pamela Grossman, Frances Rust, and Lee Shulman); and (12) Implementing Curriculum Renewal in Teacher Education: Managing Organizational and Policy Change (Linda Darling-Hammond, Arturo Pacheco, Nicholas Michelli, Pamela LePage, and Karen Hammerness, with Peter Youngs). A Name Index and Subject Index are included.
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