An analysis of training and promotion of entrepreneurship in sustainability management

the language of science is inherently academic and often inefficient in its delivery of key concepts to nonscientists (10a). When President Obama spoke at the National Academy of Sciences in April 2009 (15b), he issued the following call to think of new ways to engage young people in science,

Despite the efforts to adopt a learner-centered approach in education, teacher-centred activities are still in use in classroom practices. Practices during primary school years are of critical importance in order for students to be learners who can take their own responsibility. For this reason, it is significant to examine the teaching methods employed by primary school teachers together with their teaching learning approaches and the variables related to these approaches. The aim of the present study is to examine a structural equation model consisting of the variables of epistemological beliefs, general self-efficacy, individual innovativeness and experience specified to explain primary school teachers’ teaching approaches and to determine the moderating role of gender in this model. While primary school teachers’ teaching approaches and the relationships among these variables have been examined separately by various studies, no holistic study has been found to look into all of them over a single model. Such a study is considerably important both for its contribution to the literature and for planning and offering the support required by teachers for their professional development. Data were collected from 300 teachers within the scope of the study. The results of the path analysis show that the constructivist approaches of primary teachers are directly and positively correlated with the effort dimension of epistemological beliefs and individual innovativeness. Traditional approach sub-dimension, on the other hand, has a direct and positive relationship with the ability and one truth sub-dimensions of epistemological beliefs. Among the variables examined, “effort” has the strongest relationship with the constructivist approach. Moreover, individual innovativeness, which is both directly and indirectly related with teaching-learning approaches, has a stronger relationship with the constructivist approach compared with the traditional approach. Based on the results of the present study, taking these variables into consideration is significant to offer the support required by teachers who have a key role in putting the changes in education system into practice effectively and to plan professional development programs in line with their needs. It could be recommended that these variables be considered in studies concerning the efficiency of professional development programs and that change be monitored in longitudinal studies.

Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.

It is no secret that most health professionals, after postgraduation, aim to secure an academic position in a teaching institute due to various personal and/or professional preferences. Personal interest in teaching, inspirational figure/ role model-driven career selection, fixed working hours, financial rewards, societal respect, and relatively easier career path are some of the prominent motives for health professionals to join academia (Huda & Yousuf, 2006). Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious question to ask oneself is: Am I prepared and ready for this challenging role?

Interventions to improve the labour market outcomes of youth: A systematic review of training, entrepreneurship promotion, employment services and subsidized employment interventions

Editorial

A section devoted to profiles of renowned teachers and to the recognition and accomplishments of physiology teachers within the society

A teaching approach plays an important role in teaching and learning process of an introductory programming (IP) course. The teaching approach should focus on different programming skills required by novice programmers. In this study, we introduced the teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) approach in the IP course which focuses on both programming knowledge (syntax and semantics) and problem solving strategies. We compared the teaching and learning approach of the IP course with the five levels of SOLO taxonomy. We assessed the students’ performance by using different assessment tasks based on the four stages of the ADRI approach. Results show that the current teaching and learning approach of the IP course addressed all the five levels of SOLO taxonomy. The students’ performance in the Approach and Result stages (82%) are good, and the performance in the Improvement (71%) and Deployment (69%) stages are satisfactory. Overall, the ADRI approach provides positive impact on the teaching and learning process of the IP course.

A teaching approach plays an important role in teaching and learning process of an introductory programming (IP) course. The teaching approach should focus on different programming skills required by novice programmers. In this study, we introduced the teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) approach in the IP course which focuses on both programming knowledge (syntax and semantics) and problem solving strategies. We compared the teaching and learning approach of the IP course with the five levels of SOLO taxonomy. We assessed the students’ performance by using different assessment tasks based on the four stages of the ADRI approach. Results show that the current teaching and learning approach of the IP course addressed all the five levels of SOLO taxonomy. The students’ performance in the Approach and Result stages (82%) are good, and the performance in the Improvement (71%) and Deployment (69%) stages are satisfactory. Overall, the ADRI approach provides positive impact on the teaching and learning process of the IP course.

A teaching approach plays an important role in teaching and learning process of an introductory programming (IP) course. The teaching approach should focus on different programming skills required by novice programmers. In this study, we introduced the teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) approach in the IP course which focuses on both programming knowledge (syntax and semantics) and problem solving strategies. We compared the teaching and learning approach of the IP course with the five levels of SOLO taxonomy. We assessed the students’ performance by using different assessment tasks based on the four stages of the ADRI approach. Results show that the current teaching and learning approach of the IP course addressed all the five levels of SOLO taxonomy. The students’ performance in the Approach and Result stages (82%) are good, and the performance in the Improvement (71%) and Deployment (69%) stages are satisfactory. Overall, the ADRI approach provides positive impact on the teaching and learning process of the IP course.

Background: Research on the relation between teaching and learning approaches has been mainly conducted in higher education and it is not yet clear to what extent the results can be generalised when it comes to secondary education. Purpose: The purpose of this study was to research how students in secondary education perceive their teachers’ approaches to teaching in different disciplines, and how this relates to their own learning approaches. Additionally, differences in teaching approaches between mathematics and language teachers were investigated. Sample: The participants in this study were 128 students randomly selected at two secondary schools in two different cities in the Netherlands. Both schools are located in a city with more than 200,000 inhabitants. The students are spread across three different educational levels: lower secondary vocational education (VMBO, 12–18 years), higher secondary education (HAVO, 12–18 years) and academically oriented vocational education (VWO, 12–18 years). Design and methods: In this cross-sectional study, instead of teachers’ self-reporting, teaching approaches were measured by student perceptions, which were gathered by means of a questionnaire (N=128). Hierarchical regression analyses were conducted to identify whether perceived teacher approaches predicted students’ learning approaches. Finally, analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were carried out to explore differences in how students in mathematics and Dutch-language courses perceived the teaching approaches of their teachers and which learning approaches they consequently adopted. Results: Results indicate that a teacher-centred approach predicts a surface approach to learning and a student-centred approach predicts a deep approach to learning. Next, it was found that students in Dutch-language courses perceive their teachers as more student-centred, and are hence more likely to adopt a deep approach to learning than students in mathematics courses. Conclusions: These results suggest that when schools aim to support students in developing deep-learning approaches, attention on a school level should be paid to teachers’ approaches to teaching.

Since the beginning of the millennium, a global commitment to the importance of education in addressing world-wide poverty, has seen governments of developing countries continue to address issues of access and quality. Whilst many external programmes of support have proved successful in the short-term, sustaining these programmes has often proved more difficult. This thesis presents a longitudinal case study of the process followed in identifying, implementing and sustaining a staff development programme within a school in Kathmandu, Nepal. Increasing student participation in the teaching and learning process was identified as the focus and coaching was proposed as a mechanism to support the school’s leadership in developing and sustaining this initiative. A variety of qualitative data collection methods were used, including lesson observation, interviews, focus groups and questionnaires. Tikly and Barrett’s (2013) three-dimensional framework for conceptualising educational quality in relation to social justice was referenced. This research study contributes to the discourse on how external providers can best support schools in developing countries improve the quality of their educational provision in their drive for excellence. Once the requirement to increase student participation in the lessons had been identified and appropriate staff training delivered, key findings were: 1) only those teachers who had experienced a one-to-one relationship with myself as a coach modified their practice; 2) a textbook curriculum is limiting the teaching and learning approaches used; 3) although the coaching practice had not been implemented in the way suggested an informal ‘learning conversation’ approach had been used successfully; 4) ultimately, the leadership team did not have the capacity to implement and sustain the teaching and learning initiative. Based upon the study’s findings, two key implications for future educational practice are proposed. Firstly, finding ways to support teachers increase student participation in the classrooms must remain a priority if Nepal is ever to have its voice heard in national and global debates on social justice. Secondly, future partnership work must begin with a skilling up of the leadership team to ensure they can play their role successfully in implementing and sustaining any identified teaching and learning initiative.

This study reports on graduate students’ thoughts and beliefs about utilizing action research as a means of professional development two years after their graduation from a Master of Arts program in Education. Because many school districts now encourage teachers to engage in self-study and to collect data that informs their instruction, the author sought to broaden graduate students’ view of action research as a tool that can enhance several areas of practice. The article discusses feedback from students who learned the benefits of action research in their program of study, and their beliefs about the use of action research to (a) model a commitment to learning for continuous professional growth, (b) set into motion a plan for professional development, (c) create new options or solve problems, and (d) act as a path for leadership opportunities in their buildings or districts. Students generally reported the benefits of utilizing action research as a tool for continuous professional development.

The Joy and Responsibility of Teaching Well

Anatomy educators are focused on designing and developing learning and teaching approaches that provide for the most effective learning experience, lead to measurable learning gain and prepare students for the next phase of their learning journey and career track. The eagerness of educators to evaluate and challenge approaches and pedagogy has seen an exponential increase in scholarship within anatomical education over recent years as demonstrated by the number and quality of published outputs across many educational journals including Anatomical Sciences Education. Such activity bodes well for the provision of effective learning opportunities for students, the continued advancement of evidence-based practice in the teaching of the anatomical sciences, and the ability to adapt and respond to disruptions within the higher education environment.