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"EDUCATIONAL DEVELOPMENT"
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New approaches to early child development : rules, rituals, and realities
\"This book describes the process and outcomes of a collaborative, interdisciplinary research project on early child development. The project was interdisciplinary and collaborative in two ways. First, it included research from pediatrics, social work, community planning, landscape architecture, psychology, sociology, nursing, occupational and physical therapy, women's studies and Indigenous studies. Second, all of the ten studies were partnerships between university-based researchers and community-based professionals. The book describes the rules or formal guidelines which guided our work; the rituals which provided opportunities for meaningful interaction among the research teams; and the practical realities we faced in terms of time, space and money to keep the project moving\"-- Provided by publisher.
Book
The Current Landscape of Faculty Developers in Scholarship of Teaching and Learning Across Diverse Campuses in the United States
Centers for Teaching and Learning (CTLs) are uniquely poised to support instructors engaging in Scholarship of Teaching and Learning (SoTL) through professional expertise in evidence-based teaching practice and dedicated staff resources. Models for this support have ranged from purely a funding source, to learning communities, to one-off technical training and consultations, to comprehensive mentoring and partnerships. In the decade since Schwartz and Haynie published “Faculty Development Centers and the Role of SoTL,” we aimed to profile the current landscape of university CTLs and their involvement in SoTL. In this review, we draw on the multiple models of CTL participation in SoTL developed by Lukes et al. to categorize the work conducted at a sample of American institutions. Using a data mining approach of publicly available information online, we compiled a sample dataset that shows the distribution of CTLs across the US engaging in various forms of SoTL. We examine current trends of CTL and SoTL presence amongst institution types and geographic regions, with consideration for different SoTL program models. We conclude with a discussion of the current landscape of CTLs and their SoTL involvement compared to our aspirations: what will the future of faculty development look like, and what role will SoTL play? Given the pros and cons of each different model for CTL and SoTL integration, is the current distribution of these models as effective as it could be? What changes could lead to greater impact both for CTLs and for SoTL?
Journal Article
How to advance legal education for future environmental health
Legal education is a fundamental component of professional training in environmental health. As environmental health graduates are often responsible for disease prevention, as health experts, they need to receive the necessary training related to various work issues and possible aspects related to it during their student life. This study aimed to determine the effectiveness of the legal training program for environmental health students. This quasi-experimental study was conducted between 2020 and 2022 among 55 undergraduate students of environmental health at the Environmental Health Engineering Department of Gonabad University of Medical Sciences (EHEDGUMS). The sample was selected using the census method. The workshop addressed students' educational needs regarding legal training. The researcher-made questionnaire assessing knowledge and attitudes toward legal issues was completed before and one month after the training. Data were analyzed by SPSS software, version 22. The average legal knowledge scores before and after the intervention were 14.1 ± 2.7 and 21.19 ± 4.79, respectively. There was a significant difference between the knowledge scores before and after the educational intervention (p < 0.05). The mean attitude score toward legal issues increased from 95.6 ± 4.12 before the intervention to 104.5 ± 4.06 afterward, showing a significant improvement (p < 0.05). The legal training program has proven effective for environmental health students. It can improve various aspects of professional development, such as satisfaction, motivation, commitment, implementation, and barrier removal. Integrating \"Legal Learnin\" into the environmental health internship curriculum is recommended.
Journal Article
Promoting inclusion and equity in education: lessons from international experiences
This paper focuses on a major challenge facing education systems around the world, that of finding ways of including all children in schools. In economically poorer countries this is mainly about the millions of children who are not able to attend formal education (UNESCO, 2015). Meanwhile, in wealthier countries many young people leave school with no worthwhile qualifications, whilst others are placed in special provision away from mainstream education and some choose to drop out since the lessons seem irrelevant (OECD, 2012). Faced with these challenges, there is evidence of an increased interest in the idea of making education more inclusive and equitable. However, the field remains confused as to the actions needed in order to move policy and practice forward.
Journal Article
Screen time : how electronic media-- from baby videos to educational software-- affects your young child
A study of the impact of television on children under five distills research into answers designed to help parents make informed decisions about the amount and types of television watching, explaining when it is helpful and when it might be harmful to developing minds.
Book
The worldwide trend to high participation higher education
Worldwide participation in higher education now includes one-third of the age cohort and is growing at an unprecedented rate. The tendency to rapid growth, leading towards high participation systems (HPS), has spread to most middle-income and some low-income countries. Though expansion of higher education requires threshold development of the state and the middle class, it is primarily powered not by economic growth but by the ambitions of families to advance or maintain social position. However, expansion is mostly not accompanied by more equal social access to elite institutions. The quality of mass higher education is often problematic. Societies vary in the extent of upward social mobility from low-socio-economic-status backgrounds. The paper explores the intersection between stratified social backgrounds and the stratifying structures in HPS. These differentiating structures include public/private distinctions in schooling and higher education, different fields of study, binary systems and tiered hierarchies of institutions, the vertical 'stretching' of stratification in competitive HPS, and the unequalising effects of tuition. Larger social inequalities set limits on what education can achieve. Countries with high mobility sustain a consensus about social equality, and value rigorous and autonomous systems of learning, assessment and selection in education. (HRK / Abstract übernommen).
Journal Article
Sustainable development goals and higher education
This paper critically interrogates the Sustainable Development Goals (SDGs) in relation to higher education in low-income countries. While the SDG Goal 4, Target 4.3, calls for ensuring ‘equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university’ around the world by 2030, the SDGs lack targets that would make this a reality in many countries where higher education requires reform and rebuilding. Instead of providing assistance to these countries to (re)build and strengthen their fragile higher education systems and institutions, the SDGs, as expressed in Target 4.7, aim to only provide opportunities to a select group of individuals to study at universities in developed and some developing countries. This approach has failed in the past and will only lead to the creation of dependency on foreign aid and assistance and continuation of chronic lack of capacity in many countries. This paper will show that despite the rhetoric about leaving no one behind, the SDGs will leave many behind through the neglect of higher education in low-income countries. Building local institutional and other forms of capacity in the higher education sector in low-income countries should have been one of the priorities in the SDGs. This way countries would be able to develop and strengthen universities and other institutions of higher learning and deliver quality education to their populations. The paper will map out a possible way forward for those interested in assisting low-income countries to strengthen their higher education systems and institutions as this is a prerequisite for inclusive socio-economic development and environmental sustainability.
Journal Article