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Challenging the Matthew Effect Through Individual Learning Accounts?
This paper discusses the role of Individual Learning Accounts (ILAs) as policy instruments in challenging the Matthew Effect and promoting self-directed learning among the non-participant but potential adult learners. The paper builds upon the Integrated Implementation Model of Winter (2012) explaining policy implementation and the typology for classifying systems of lifelong learning according to their governance by Green (2000). The paper banks upon data from Denmark, France and the EU, and proposes a learner-centric model for the implementation of education policies along with revisions in Green’s typology. Članek obravnava individualne učne račune kot političen instrument za preprečevanje Matejevega učinka in promocijo samostojnega učenja med neudeleženci izobraževanj, ki pa so še vedno potencialno učeči se odrasli. Prispevek na podlagi Winterjevega (2012) modela integrirane implementacije razlaga izvajanje politik in uporabi Greenovo (2000) tipologijo za klasifikacijske sisteme vseživljenjskega učenja glede na sistem upravljanja. Na podlagi podatkov iz Danske, Francije in Evropske unije predlaga na učenca usmerjen model za implementacijo izobraževalnih politik in revidirano verzijo Greenove tipologije.
Journal Article
An Evaluation of Secondary School Students’ Use and Understanding of Learning Strategies to Study and Revise for Science Examinations
There is currently no population-based data evaluating secondary school-aged students’ use, or understanding of, learning strategies to study/revise independently for science. There is also no research evaluating the effort students make towards independent science study and revision, nor how schools support students with study and/or revision strategies for science examinations. In this paper, we report data from a representative sample of 385 students (aged 14 to 15 years) from 29 secondary schools in the UK, using the Effective Revision and Study Strategies Questionnaire (ERaSSQ) survey. We conducted a cross-sectional survey using a multistage implicitly stratified sampling method. Our results show that the learning strategies most frequently used by students for independent science study and revision were making notes, repeatedly reading information, and highlighting or underlining information (i.e., lower utility learning strategies). Our findings also suggest many students do not have a complete understanding of the strategies that are known to have higher utility (i.e., retrieval and spaced practice). These results represent the first attempt to gather information using robust survey methods and are of interest to secondary school science teachers and education policymakers.
Journal Article
Gurus, Hired Guns, and Warm Bodies
Over the last several decades, employers have increasingly replaced permanent employees with temporary workers and independent contractors to cut labor costs and enhance flexibility. Although commentators have focused largely on low-wage temporary work, the use of skilled contractors has also grown exponentially, especially in high-technology areas. Yet almost nothing is known about contracting or about the people who do it. This book seeks to break the silence.
eBook
Breaking Barriers in Pathology Education: Embracing the Straight Path to Reform
Abstract
Introduction/Objective
The field of pathology and preclinical education is undergoing significant changes, with a shift towards student-centered approaches that emphasize self-directed learning. One such approach is case-based learning, which promotes active engagement and critical thinking. Technological advancements, such as digital pathology and radiology, offer several advantages in facilitating case-based learning.
Methods/Case Report
In this study, we implemented a unique educational strategy that combined digital pathology and radiology resources with case-based learning and team-based learning methodologies. Our approach involved designing and delivering modules, and subsequently collecting feedback from participants.
Results (if a Case Study enter NA)
Significant findings indicate that the integration of digital pathology and radiology has been highly appreciated by students. The majority of students acknowledged that it effectively aligned with the learning objectives. The survey responses also revealed the successful integration of early holistic pedagogy, the development of team-working skills, and the delivery of authentic and challenging clinical problems. These outcomes greatly contributed to achieving the desired learning outcomes.
Conclusion
The utilization of digital pathology and radiology resources, alongside well-designed modules, has proven successful in providing long-term access to educational materials and optimizing the presentation and systematization of the learning environment. Our innovative case-based study design, complemented by team-based learning, addresses the current demands of pathology concepts and modern curricula, facilitating a seamless transition into the clinical years. This approach holds great promise for enhancing the effectiveness of pathology education.
Journal Article