Educational Affairs Research Articles

The revised 2019 standards for psychopharmacological training: Model education and training program in psychopharmacology for prescriptive authority.

The American Psychological Association (APA), under the oversight of the Board of Educational Affairs, and the Board of Professional Affairs, is responsible for the education and training of psychologists in prescriptive authority. All APA standards and guidelines are required by Association Rule 30-8.3 to be revised at least every 10 years. The standards for training psychologists in the safe and responsible practice of prescribing psychotropic medication have been recently updated (Model Education and Training Program in Psychopharmacology for Prescriptive Authority, APA, 2019). A departure from the 1996 and 2009 versions of that document is that training may now be conducted at the doctoral level; however, a postdoctoral supervised clinical fellowship can only occur after the attainment of licensure as a practicing psychologist. Two novel features of the 2019 revision are the use of a competency-based model of learning and assessment, and increased emphasis on supervised clinical experiences in physical assessment and medication management. By the time of completion of their fellowships, practicing psychologists are expected to have clinical competence in the measurement and interpretation of vital signs; neurological examination; therapeutic drug monitoring; systems of care; pharmacology; clinical pharmacology; psychopharmacological research; and finally, professional, ethical, and legal issues. The updated standards were approved as APA policy in February 2019. This article briefly reviews the revision process and highlights the updates made in the most recent version of the standards. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Got 15? Try Faculty Development on the Fly: A Snippets Workshop for Microlearning.

IntroductionFaculty development (FD) is an element critical to the professional growth of medical educators and a necessary component in developing effective educators. FD offerings are prevalent across academic institutions; however, faculty report they are unable to participate in these initiatives due to time limitations and competing priorities. The snippet FD approach can address these concerns but requires training for FD providers to be effectively used.MethodsThis snippet train-the-trainer workshop was presented to approximately 310 physician and nonphysician medical educators at a national medical education conference. The session incorporated multiple teaching modalities (e.g., lecture, demonstrations, structured small-group snippet development groups, and large-group debriefs). A 14-item Likert-scale survey was used to obtain participant evaluations. Narrative feedback was collected using constructed response items.ResultsNinety-five percent of respondents (125 of 132) planned to use snippets as an FD strategy at least once per year, with 38% (50 of 132) noting they planned to use snippets at least four times per year. Respondents indicated that FD snippets could positively impact educational practices (94%) and that the session was a valuable use of their time (94%), as well as expressing interest in a snippet repository (90%).DiscussionA brief FD train-the-trainer workshop for snippets can successfully prepare FD providers to create and use this approach.

G. H. CHALKHUSHANS ACTIVITIES IN THE PEDAGOGICAL FIELD

The name of Grigory Chalkhushyan, a well-known lawyer, publicist, historian, speaker of the City Duma of Nakhichevanon-Don, originally from Armenian Crimean immigrants, is associated not only with lawmaking and success in his professional field, but also with the field of education and training of the younger generation. After graduating from the Lazarev Institute, he entered and graduated from the Law Faculty of Moscow University. Here, at the Faculty of Law, famous during this period for its liberal traditions, he met many progressive figures of that time and absorbed many of their ideas for the rest of his life. Returning to his native Nakhichevan, he is actively involved in socio-political activities. A number of files dedicated to G.H. Chalkhushyan’s pedagogical activity and pedagogical ideas have been preserved in the National Archive of Armenia. Unfortunately, there is not a single work in Russian and foreign historiography that fully analyzes the active socio-political and journalistic activities of the outstanding personality of Nakhichevanon-Don Grigory Khristoforovich Chalkhushyan. Having received a fairly conservative Armenian family upbringing, he defended traditional family values from the very beginning of his active social activity. Being a member of the Nakhichevanon-Don City Duma, he repeatedly made various proposals related to the establishment of educational affairs in the city. His pedagogical ideas were not reflected in the studies of historians and local historians. It was he who became the chairman of the association of Parent Committees of educational institutions of Nakhichevan-on-Don. The Parent Committee headed by the chairman – G.H.Chalkhushyan attached serious importance to the health and success of the students. He also called for paying attention to the problems of extracurricular supervision in order to organize places for children and youth to relax. Attention was paid to both nutrition and children’s health. The issues of moral education of children have been repeatedly noted in the reports of G. H. Chalkhushyan. One of the most important aspects of the upbringing of the younger generation, he considered the need to protect children from the harmful influence of the street. Holding the position of a public speaker of the City Duma and having excellent knowledge of the situation in Nakhichevan-on-Don in the field of education, he could not help but see how the lack of a gymnasium negatively affects the education process of Nakhichevan youth. Occupying this semi-official public position – chairman of Parents’ Committees, Grigory Khristoforovich Chalkhushyan touched upon very important issues concerning not only teachers and students, but also parents and in general everything that can affect the spiritual and physical development of children and more than once received the most sincere words of gratitude from the local Armenian society. Thanks to the research of the activities and works of this undeservedly forgotten personality, previously unexplored historical sources in both Russian and Armenian are introduced into scientific circulation.

Statistics regarding music education in Poland in the interwar period

Statistical issues regarding music education in the 2nd Republic of Poland have not been discussed thoroughly so far. This article attempts to do so. The source material comprises statistical data from the Ministry of Art and Culture, the Ministry of Religious Affairs and Public Education, as well as articles published in music literature of the interwar period. Presented statistics cover music schools, solo singing schools, schools for organists, schools of eurhythmics and art dance, as well as drama schools. Music was taught in all the aforementioned institutions, therefore reports treated all these schools en bloc. Existing sources enumerate schools, their managerial staff and the establishments’ addresses. Preserved statistical data also enabled a more detailed analysis, such as, for instance, recognition of pupils’ preferences as regards their choice of instruments, as well as music education accessibility in various parts of the country. The preserved statistical source material is probably incomplete, does not show a full picture of the then music education. It presents, however, with great accuracy, the figures regarding this type of education. Statistical information was collected truly meticulously by the Ministry of Religious Affairs and Public Education, particularly in the late 1920s and in the 1930s. Along with primary and secondary education, music education became an important element of the overall education system in the interwar period.

Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training

The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies

AUSTRIA`S EDUCATIONAL POLICY IN THE CONTEXT OF ADULT EDUCATION

The article analyzes the concept of «continuing education» determining its priorities and specifics as compared to other forms of learning. It is established that the subject of continuing professional training is an adult who has acquired a certain life and professional experience. It is identified that the need for lifelong learning arises from the fact that to some extent an adult has knowledge and skills not sufficient to carry out their professional or other tasks. Self-motivation for new knowledge appears when facing complex problems, and when the past experience does not allow solving them successfully. The specifics of lifelong education are connected with the psychological characteristics of an adult, namely: self-awareness of oneself as an independent personality with a critical view on any control attempts even if it not expressed verbally; the accumulation of a considerable life, social and professional experience that shapes the outlook, and in this respect creates a background for the evaluation of any incoming information; motivation for learning lies in a pragmatic approach – an adult seeks to solve their life problems with the help of learning (career, communication, leisure, etc). In contrast with a student or a pupil, an adult tries to apply the acquired knowledge as soon as possible or to obtain satisfaction from the learning process itself; their perception is invariably accompanied by an emotional evaluation of information when the brain attempts to «block» any information provoking negative emotions (even if it is just hunger, an uncomfortable sitting or stuffiness). Austria is pursuing the policy on continuing education, including several ministries and the Ministry of Education and Women's Affairs. However, this kind of education is not free from shortcomings: for some adults, it is a way of organizing leisure: spending time usefully, having a rest from work, or the lack of learning goal awareness.

Próba utworzenia katedry historii Bizancjum na Uniwersytecie Jana Kazimierza we Lwowie. Przyczynek do dziejów bizantynistyki w Polsce

This text discusses the attempts to create a chair of history of Byzantium at the Jan Kazimierz University in Lwów (today Lviv in Ukraine), in late 1933. After the end of the First World War, no chairs of Byzantine history existed at the universities in Poland. However, when Kazimierz Zakrzewski, a young scholar and expert on the history of late antiquity and Byzantium, came to Lwów, the idea to establish such a chair at the local university was conceived. Professor Edmund Bulanda drafted a special paper in which he justified the need to create a chair of Byzantine history at the Jan Kazimierz University in Lwów. The Council of the Faculty of the Humanities decided to apply to the Ministry of Religious Affairs and Public Education, with a request to have such a department created. Unfortunately, central authorities responded in the negative. Two years later, however, a chair of Byzantine history was created at the University in Warsaw and it was assumed by the very same Kazimierz Zakrzewski. In Lwów (from 1945 officially Lviv) itself, the chair of Byzantine studies was created at the beginning of the 21st century, in the realities of the new Ukrainian state.

Megatrends and the future of work for public sector leaders and educators

PurposeThis article asks (1) what megatrends are likely to significantly influence public sector roles and in what ways and (2) how might higher education institutions better prepare public sector leaders for the future shaped by these trends. While public sector leadership in every region, country and locality is unique, they are exposed to the same set of global megatrends. Therefore, this article teases out general insights, observations and implications for public sector leaders and educators by focusing on the effects of these trends.Design/methodology/approachThe article is informed by a review and synthesis of relevant academic and practitioner sources and is complemented by the authors' survey (n = 64) of public affairs practitioners and educators. The survey is not representative and is used to supplement other inferences from the literature.FindingsThe key megatrends reshaping public sector jobs include demographic and climate changes, technological advances and deepening social fragmentation. The confluence of such trends has increasingly strained the public sector's capacity to respond to present challenges, let alone prepare for the future. The future public sector leaders can benefit from new competencies, including ability to think systematically, see the big picture and ability to solve complex problems. Ideally, they would also have a strong capacity to foster collaboration and cohesion among diverse stakeholders, to model ethical and inclusive behavior, to accommodate, facilitate and bridge competing and conflicting viewpoints and become creative innovators and doers who can operate in increasingly complex environments, while navigating and reshaping their governments' outdated institutional structures.Research limitations/implicationsThe key trends reshaping public sector jobs include environmental, demographic and technological factors and deepening social fragmentation. The confluence of such factors has increasingly strained the public sector's capacity to respond to present challenges, let alone prepare for the future. The authors observe that the future of public sector practitioners may benefit from new competencies including digital and data fluency, high emotional intelligence, who are also big picture thinkers who understand global megatrends and their impacts locally. Ideally, they would have a strong capacity to foster cohesion among fragmented and polarized communities, to model ethical and inclusive behavior, to accommodate, facilitate and bridge diverse viewpoints and become creative innovators and doers who can operate in increasingly complex environments, while navigating and reshaping their governments' outdated institutional structures.Practical implicationsThe megatrends listed above have significant implications for public sector leaders and educators who train them.Social implicationsThere is a new awareness about the need to train public sector workers on diversity and inclusion issues. This paper discusses global trends through this lens.Originality/valueThis synthesis of the literature from academic and practitioner sources, supplemented with the original survey of educators and professionals, intends to open up a conversation about the future of public affairs leadership and education.

Demographic Shift And Economic Competitiveness: The Effect On Educational Policy

The author makes a compelling argument that recent global affairs trends and events affect most of educational decisions in the academic environment including educational policies. As policies that affect academics, students, schooling, and education are shaped by world leaders, legislative bodies, advocates, think tank groups, and policy analysts, educational leaders must be aware of the global landscape to become innovators and open-minded as well as examine the impact of how these global affairs trends and events have on the execution of educational policies. Over the years, there has been a great shift in the population demographics of not just in the Unites States, but the world in general. Global affairs trends and events such as mass migration, illegal immigration, unemployment, the family unit, intercontinental wars including civil wars in diverse regions of the world, pandemic, social injustice, urban development, workforce development, inequity and inequality, and other public policy issues shift have become the burden of educational professionals in uncountable ways. In addition, the United States economic competitiveness in the world continues to shape the educational policies and impact student affairs in institutions throughout the USA. Students of all backgrounds can benefit from access to educational resources, and as demographics shift continues across school districts and higher education institutions in the United States, a more diverse student population inhabiting American schools can be great for all students to contribute to the economic competitiveness of the United States. Overall, these global affairs trends and events have led educational policymakers to unchartered areas when it comes to how to address policy needs throughout the American school system. Keywords: Demographic Shift; Economic Competitiveness; Educational Policy, American Education System

The Image of the Lithuanian Intellectual in the Youth Magazine Aušrinė (1910–1914)

The magazine Aušrinė was intended for the young generation of the Lithuanian intelligentsia and as it was created by the representatives of this generation it allowed understanding of the collective thinking of this group of society. In the first half of the twentieth century, the young generation of the Lithuanian intelligentsia defined the intelligentsia not so much by formal characteristics as by its cultural, and, more precisely, by its national role. The collaborators of Aušrinė were convinced that the future of the Lithuanian national movement and the Lithuanian nation depended on the intelligentsia and its role. However, unlike other periodicals of the time, the editors of this magazine mostly focused not on the dissemination of ideas of Lithuanian nationalism, but looked for ways to strengthen social activism of the intellectuals, their relations with the homeland and with other sections of society. It was the environment of Aušrinė that tied student summer holidays to learning about regions, history, and culture of Lithuania, encouraged students to actively participate in the activities of farming societies, enlightenment societies, and to bring together local youth societies. In parallel, this magazine addressed the issue of the harmonisation of the individual needs of the intelligentsia and the community needs. Among other things, the collaborators of Aušrinė claimed that the Lithuanian intellectuals would not be able to properly perform their social functions unless they cared more about the nurturing of individuality: moral self-development and intellectual education. By introducing the column “Educational Affairs”, the editors of this magazine provided a list of literature recommended to the students, knowing that it would help the young generation of the Lithuanian intelligentsia “to seriously, consciously, and consistently develop a worldview, to accurately determine the path of an active life”. The discussion in the magazine Aušrinė shows that in the vision of the nation’s future, the young generation of the Lithuanian intelligentsia encouraged regarding women not only as wives and mothers in order to implement projects of the national intelligent family, but as partners in social activities. The editors of the magazine emphasized the need for women’s participation in the process of building a national intelligentsia and encouraged them to be socially active.

TRAINING FUTURE PRIMARY SCHOOL TEACHERS FOR ECONOMIC UPBRINGING OF PUPILS IN THE CONTEXT OF GLOBALIZATION PROCESSES

The paper focuses on one of the issues of training highly qualified specialists of the modern school that is training future primary school teachers for the economic upbringing of younger pupils in the context of globalization processes. The author emphasizes the significant gap between the real state of affairs in general secondary education, higher education institution and today’s challenges, as well as the lack of coordination between them which does not allow one to provide the economic component of professional teacher training. The article aims to justify pedagogical conditions and means ensuring effective training of prospective primary school teachers for economic education of pupils. The systemic-functional method allowed one to identify the areas in the training of prospective primary school teachers for economic education and the systemic-structural method to identify and justify practical recommendations. The study and generalization of pedagogical experience became possible due to the empirical method. Primary school teachers play an essential role in solving this particular issue. Their purposeful training depends on the quality of training and upbringing of young people, as well as full inclusion in life and effective work under modern conditions of social development. Thus, one can conclude that professional training of future primary school teachers is not focused on the development of economic knowledge in younger pupils. In this case, economic self-study presented to younger pupils based on their life experience is likely to have negative results since it does not offer pupils different approaches to solving this or that issue. The introduction of primary school counselling, didactic and economics in the curricula for training future primary school teachers should have a positive impact on their expertise and ability to provide quality education and upbringing of pupils.

The Effect of Electroacoustic Music in Enhancing Interpersonal Relationships in School Community An Empirical Research for Secondary Education

Electroacoustic music, as the contemporary art of sounds originating from the human environment, is selected to play a unifying role of interdisciplinary study areas in school, but also be the vehicle for the school community to form links with the wider society for enhancing students' learning, emotional skills and carrier orientation. Electroacoustic music learning methods are empiricaly proved to play an important role in students' education and in future citizens' attitude and ethics. This paper is based on empirical practices and statistically analysed results. Previous studies, worldwide, have shown a positive relationship between music and academic achievement. This study explores the possible reasons why electroacoustic music positively affects interpersonal relationships in school environment. Educators and curriculum developers may want to include electroacoustic music in their instructional units, on an international level. Bioscientists and psychologists may extend this empirical research to scientific. Since 2012 different empirical educational programmes in Greek European and public schools under the auspices of the Hellenic Ministry of Education and Religious Affairs, have aimed to enhance learning and intra-school interpersonal relationships in Secondary Education. The programmes reffered to in this paper discribe the results of electroacoustic music effect on interpersonal relationships in the school environment.

"Flipped classroom"-Afuture concept for student teaching in ophthalmology?

"Flipped classroom" is adidactic teaching concept in which learning contents are prepared by self-study with arranged tools before the classroom session. The concept offers the advantage of auniform knowledge base for the students at the beginning of the course and also the advantage of agreater theoretical knowledge, which creates more opportunities for practical exercises, application and consolidation in the subsequent joint teaching units. This study describes the establishment and application of such amodel in student teaching in ophthalmology and analyzes the student's evaluation. For the winter term 2018/2019, anew teaching module was designed and established in a cooperation between the department of ophthalmology and the Institute for Education and Study Affairs (IfAS) at the medical faculty of the University of Münster. Auniform training of the lecturers as well as apreparation of the students for the restructuring took place. After the course the evaluation of the students was recorded and evaluated using astandardized online evaluation. Between the winter semester 2018/2019 and the winter semester 2019/2020, an average of 112.3 ± 4.0students were taught with the "flipped classroom" model. Of these 93.7% were able to give an assessment. In the previous semesters with the old teaching concept (summer semester 2015 to summer semester 2018), the average number of students was 115.4 ± 15.1 with an assessment rate of 93.3%. The new teaching concept achieved on average abetter assessment than the old module. With a"flipped classroom" space and flexibility can be generated for amore individual course preparation and at the same time ahigher practical part. Further studies are needed to analyze whether this also enables asustainable transfer of knowledge.

Language Revival and Educational Reform in Ireland and Hungary: Douglas Hyde, Patrick Pearse, Arthur Griffith

Abstract Patrick Pearse’s editorial in the journal of the Gaelic League, An Claidheamh Soluis, is the starting point of this essay that explores Irish perceptions of the Hungarian language question as it panned out during the early nineteenth century. Arthur Griffith’s The Resurrection of Hungary: A Parallel for Ireland (1904), to which Pearse refers in his editorial, is the focal point of the discussion, with the pamphlet’s/book’s reference to Count István Széchenyi’s offer of his one-year land revenue to further the cause of the Hungarian language at the Hungarian Diet of Pozsony (present-day Bratislava) in 1825. Széchenyi’s aspirations are examined in the essay in comparison with the ideals of Baron József Eötvös, Minister of Religious and Educational Affairs (1848; 1867–71), in order to indicate the strong connection that existed between the question of language use and religious and educational matters in Hungary. Similar issues were discussed in Ireland during the nineteenth century, providing further points of reference between Ireland and Hungary in the late nineteenth/early twentieth century. Finally, the debate between language revivalists and reformists is studied in some detail, comparing the case of Hungary between the 1790s and the 1840s with that of Ireland between the 1890s and the 1920s.

Початковий період історії Харківського національного аграрного університету Ім. В. В. Докучаєва у вимірі європейського процесу становлення сільськогосподарської освіти і науково-дослідної справи (кінець XVIII – перша половина ХІХ ст.)

Початковий період історії Харківського національного аграрного університету Ім. В. В. Докучаєва у вимірі європейського процесу становлення сільськогосподарської освіти і науково-дослідної справи (кінець XVIII – перша половина ХІХ ст.)

Rutgers Robert Wood Johnson Medical School.

Rutgers Robert Wood Johnson Medical School.

Emory University School of Medicine.

Emory University School of Medicine.

University of Minnesota Medical School.

University of Minnesota Medical School.

University of Florida College of Medicine.

University of Florida College of Medicine.

Florida State University College of Medicine.

Florida State University College of Medicine.