Clarity Of Expectations Research Articles

O BULLYING NO ENSINO MÉDIO E SUA RELAÇÃO COM O CLIMA ESCOLAR

The prevalence and consequences of school bullying have been widely reported in the literature. Likewise, it has been shown that this is multi-cause violence and, therefore, different aspects need to be considered for its prevention and containment, including the positive school climate. In this context, the present study proposes to investigate the phenomenon of bullying in high school and its association with the school climate and its dimensions (student-student relationships, teacher/student relationships, school safety, respect for diversity, clarity of expectations, and fairness of rules). The participants were 388 students from two public institutions in the northwest of Paraná state, who answered a questionnaire about the school climate and another about bullying victimization in 2019. This study is descriptive and relational. We analyzed the data using descriptive statistics and multiple linear regression. The results predominantly indicated a positive school climate in the institutions, although we have founded evidence of bullying victimization. Regression analysis identified a significant relationship between the dimensions of the school climate, especially "student-student relationships" and "clarity of expectations," and the occurrence of bullying. Thus, we underscored the significance of fostering a positive school climate to cultivate healthy, violence-free relationships, nurture empathy among peers, and ensure clarity in institutional norms.

Cognitive training interventions for substance use disorders: what they really offer?

Cognitive training (CT) has emerged as a potential therapeutic approach for substance use disorders (SUD), aiming to restore cognitive impairments and potentially improve treatment outcomes. However, despite promising findings, the effectiveness of CT in real-life applications and its impact on SUD symptoms has remained unclear. This perspective article critically examines the existing evidence on CT for SUD and explores the challenges and gaps in implementing CT interventions. It emphasizes the need for clarity in expectations and decision-making from a public health standpoint, advocating for comprehensive studies that consider a broader range of SUD consequences and utilize measures that reflect patients' actual experiences.

Teacher-made tests: why they matter and a framework for analysing mathematics exams

ABSTRACT Classroom assessment research in the United States has shifted away from the examination of teacher-made tests, but such tests are still widely used and have an enormous impact on students’ educational experiences. Given the major shifts in educational policy in the United States, including the widespread adoption of the Common Core State Standards, I argue that researchers should examine the tests and quizzes that teachers create and administer in order to determine whether those policies have had the intended impact of teachers’ assessment practices. Furthermore, these investigations should be grounded in discipline-specific conventions for developing and demonstrating knowledge. I then propose a research-based framework for analysing mathematics exams that focuses on alignment with learning goals, cognitive complexity, variety of task formats, attentiveness to culture and language, and clarity of expectation. This framework is meant to be used formatively, helping researchers, administrators, and teachers identify strengths and areas for growth.

Research Capacity Training on Environmental Health and Noncommunicable Diseases in the Country of Georgia: Challenges and Lessons Learned during the COVID-19 Pandemic.

COVID-19 presented challenges for global health research training programs. The Clean Air Research and Education (CARE) program, which aims to enhance research capacity related to noncommunicable diseases and environmental health in the country of Georgia, was launched in 2020—as the COVID-19 pandemic began. At its foundation is mentorship and mentored research, alongside formal didactic training, informal training/meetings, and other supports. Current analyses examined CARE’s initial 1.5 years (e.g., program benefits, mentorship relationships) using data from an evaluation survey among trainees and faculty in January 2022. Trainees (100% response rate: n = 12/12; 4 MPH, 8 PhD) and faculty (86.7% response rate: n = 13/15; 7 Georgia-based, 6 United States-based) rated factors related to mentor-mentee relationships highly, particularly mutual consideration of each other’s thoughts, opinions, and perspectives; one major challenge was completing goals planned. Trainees and faculty identified several growth experiences and program benefits (e.g., skills development, expanding professional network) but also identified challenges (e.g., meeting program demands, communication gaps, unclear expectations)—exacerbated by the pandemic. Findings underscore the importance of strong mentorship relationships and that the pandemic negatively impacted communication and clarity of expectations. Given the likely ongoing impact of the pandemic on such programs, program leaders must identify ways to address these challenges.

The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the United States.

The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American dance therapy association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study’s themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher’s findings centered around six qualitative themes. These themes named the importance of the DMT student’s development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process.

Challenges for a New Role and New Teacher Competencies: Distance Teaching Experiences

The results of researches on distance teaching from the teacher’s aspect during the state of emergency are presented in this paper, there are the teachers of primary schools, from the territory of Vojvodina (Serbia). The aim is to answer questions about how the respondents assess competencies for distance learning, job satisfaction, and how demanding are the different teaching platforms. The sample consisted of 574 teachers. The questionnaire The teacher’s and educator’s thoughts and experiences on distance teaching during the state of emergency was used. The questionnaire was distributed online. The data was collected from April 2020 until the end of the school year. Respondents assess that they have technical and IT competencies, acquired in informal education and that they need further education. Distance teaching is a professional challenge and is stressful, and the vast majority of respondents prefer regular teaching. The stress level is higher, more work, student engagement, and clarity of expectations from teachers are reduced. Respondents most often used already known communication channels during distance teaching: mail and Viber.

The Nigerian Diaspora’s Contributions to the Development of Higher Education

While engagement with the Nigerian diaspora has focused on attractinginvestment and remittances, recently, attention has also shifted to its contributionto the development of higher education. The descriptive andqualitative study on which this article is based drew on secondary datathat was analysed through content analysis. The findings revealed that acombination of factors motivated Nigerians, including intellectuals, toemigrate, particularly in the 1980s and 1990s. This compounded existingproblems in Nigeria’s higher education sector. Since 1999, successive governmentshave engaged the diaspora in national development, includinghigher education. The study found that through the Linkages with Expertsand Academics in the Diaspora Scheme, the United Nations DevelopmentProgramme’s Transfer of Knowledge Through Expatriate Nationals, andthe World Bank assisted Nelson Mandela Institution, known as the AfricanUniversity of Science and Technology, as well as alumni associations inthe diaspora, Nigerian diaspora academics have been returning home totransfer knowledge in universities. Other contributions include projects,donations, and programmes. However, several challenges constrain thetapping of their full potential. The article recommends that the Nigeriangovernment should create an enabling environment, ensure clarity ofexpectations, provide adequate funding and adopt long-term approaches toengage with the Nigerian academic diaspora.
 Key Words: Nigerian diaspora, higher education, brain-drain, brain-gain,knowledge transfer

Terms of engagement for working with patients in a person‐centred partnership: A secondary analysis of qualitative data

Evidence is emerging of the potential of person-centred approaches to create partnerships between professionals and patients while also containing healthcare costs. This is important for enhancing outcomes in individuals with complex needs, who consistently report poor experiences with care. The shift towards person-centred care (PCC) is, however, a radical departure from the norm, with increased expectations of both professional and patient. Although there have been studies on the ways in which health care professionals can modify practice to enhance PCC, not all patients welcome changes to their care delivery or understand the aim of the new approach. Without engagement and understanding from the patient, a PCC approach will fail to initiate. Few studies explore how, why and in what circumstances patients become more involved in their care and what professionals can do to enhance participation. We conducted a secondary analysis of qualitative data to examine this issue. Data were collected between 2014 and 2018 from primary care-based PCC projects across the southwest of England. Supported by people with experience (practitioners and those receiving treatment), theory building workshops developed an explanatory framework that identified contextual factors and mechanisms likely to contribute to effective engagement. Our results show that engagement in a care partnership is achieved through trust and a patient's sense of candidacy. Shared understanding of purpose, clarity of expectations and power sharing were found to facilitate trusted relationships between professional and patient and encourage candidacy. Only then is it possible to develop goals that are meaningful to the patient. Our theory of engagement applies to professionals and patients alike but places the initial burden of responsibility on those who hold the most power: the professional and the system. This theory has the potential to explain patient engagement in PCC and a range of other service interventions, treatments and intervention research.

Shifting the Paradigm: A Constructivist Analysis of Agency and Structure in Sustained Youth Sport Participation.

To examine the impact of the relationship between agency and structure on sustained participation in youth sport, semi-structured interviews were conducted with male college soccer players. The participants' accounts (N = 20) of their youth careers were analyzed through the lens of Structuration Theory (ST) framed in a constructivist paradigm. ST supports the significance of the recursive relationship between agent and structure in-context in the co-construction of experiences, and provides a framework for analyzing effects of compounding experiences gained across time and space as they influence sport continuation. Clarity of expectations imposed in-context and the athlete's perceived impact on the structure evidenced, through deductive thematic analysis, as the most salient determinants of the perceived valence of the youth sport environment. The agent's perceived holding of authoritative resources across time and contexts was a critical dimension of the participants' continuation in youth sport, substantiating ST as a theoretical lens, situated in a constructivist paradigm, that might add depth to understanding patterns in participation and attrition.

Integrating Patient-Centred Research in the Canadian Cancer Trials Group.

The inclusion of patients as partners in research is a key link in the delivery of patient-centred care in healthcare systems. Despite genuine intentions to engage patients in authentic partnerships, efforts can result in tokenism and benefits of engagement are missed. Understanding how patient engagement provides value along the research to patient-care continuum and how to best engage patients as partners are key. This document describes the method taken by the Canadian Cancer Trials Group (CCTG) to implement meaningful patient centricity and engagement and the benefits realized. Originally, Patient Representatives were recruited and assigned to CCTG Committees. Lacking guidance, the role was one of a passive meeting attendee. A gap analysis identified a need for clarity in expectations, understanding of the linkage to CCTG strategic objectives, and supporting tools and training. A plan was developed and successfully implemented in three phases, each phase building on the previous, the level of patient engagement simultaneously changing from “Inform” to “Involve” to “Collaborate” on the International Association for Public Participation (IAP2) scale. Results include significant contributions to increased patient accrual in CCTG trials, to increased CCTG grant funding, as well as recognition and adoption of these practices within Canada and internationally.

“Where Are They Now?” Experiences and Outcomes of the Anatomy Training Program

There is known shortage of trained anatomy educators (Wilson et al., 2019). There are also few options for formal post‐graduate training in gross anatomy for motivated individuals. In 2008, the Anatomy Training Program (ATP) was developed as a partnership between the Anatomical Society and the American Association of Anatomy (AAA) to address this need (Fraher & Evans, 2009). The trainee experiences in the program, as well as perceptions of the program, have not be formally captured. It is also unknown how the program completion progressed the trainees’ careers. To address these questions, an anonymous online survey was created by one participant, the presenter, and was approved by the Drexel University IRB and the AAA. The survey consisted of questions capturing demographics, average time spent on the module and the interactions of trainees with their mentors, as well as Likert‐style questions addressing the usefulness of feedback from assessors, clarity of expectations from the handbook, and overall experience as a participant. Open‐ended questions addressed if and how the trainees' careers changed as a result of the ATP. Twenty‐two individuals responded to the survey. Participants were required to have completed at least one module to respond. Twenty of the respondents passed all modules taken. The average time per week spent on the modules was 7.6 hours per week, with the majority reporting 5–10 hours per week. The overwhelming majority (21) of participants felt that the program met or exceeded their expectations. Sixty percent of the respondents met with their mentors less than the recommended time in the handbook (once per week) and despite recommendations, 45% of participants reported that their mentors never set up regular assessments or set their schedules for dissection and learning outcomes. Most participants felt the handbook was “somewhat clear” in preparing them for assessments at the residential school. Since the mentor is described in the handbook as the key link between the trainee and residential school, the group was divided by time spent with mentor every week into two groups ‐ those who did and did not meet on the suggested schedule of once per week. Chi square analysis between these groups revealed that there were no between group differences in perceptions on clarity of the handbook, likelihood of recommending the program, expectations for the program, module completion, or work‐life balance (sig p=.1). The open‐ended questions that asked if the ATP was perceived by potential employers as sufficient training, and how the ATP impacted the trainees' careers, were analyzed using thematic analysis to further explain the survey responses. Despite falling short on mentor interactions, nearly all participants who participated in the survey successfully completed the modules and would recommend the program to others. It is possible that those who did not pass one or more modules chose not to participate, potentially skewing the results. Recommendations based on the survey results and personal experience in the program will be provided.

Instructional Designers and Open Education Practices: Negotiating the Gap Between Intentional and Operational Agency

In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty resistance to change, and institutional support for faculty (Annand & Jensen, 2017; Barker et al., 2018; Jhangiani et al., 2016). This study examines how IDs negotiate OEP in the course development process or in the process of working with faculty. The findings suggest that IDs are negotiating institutional constraints while attempting to be OEP advocates in their work. To use Campbell, Schwier and Kenny’s (2009) framing of intentional and operational agency, the IDs in this study described a high level of intentional agency, but their operational agency could be enhanced with greater clarity of expectations with respect to their role, resources and capacity to engage with OEP, clarity of directives and support from senior leadership, as well as a broader awareness of the moral and practical affordances of OEP within their institutions.

Jazz up the Clinical Learning Environment in the Operating Room: The Impact of Operative Skills Checklist

PURPOSE: To evaluate the impact of utilizing a standardized operative skills checklist on medical student and physician-educator experience. BACKGROUND: As gynecological surgeries become more minimally invasive, medical students are left watching surgeries on operating room screen and may not be actively engaged in the surgery. To re-engage the medical student in the operating room, a gynecological operative skills checklist was created. The checklist outlined expectations for students on how to engage in the pre-operative, intra-operative, and post-operative setting based on our educational goals. We sought to understand the impact of utilizing the checklist on surgical engagement, clarity of expectations, and informal feedback for medical students and physician-educators. METHODS: Anonymous data were collected via an online survey from medical students who completed their OB/GYN clerkship in the year prior to implementation of the operative skills checklist and compared to surveys from students collected following the implementation. Similarly, physician-educators involved in surgical teaching were surveyed regarding their impression of medical student experience pre-implementation and six months post-implementation of the checklist. RESULTS: Ongoing data collection shows improvement of medical student rating of “above-average” and/or “excellent” in post-implementation surveys in the following categories: surgical engagement (83.3% vs 100%), clarity of expectations (62.5% vs 100%), and informal feedback (62.5% vs 80%). Physician-educator scores in these measures have shown similar improvement. DISCUSSION: Operative skills checklist digest educational goals into smaller action items. Implementation of such checklists in gynecology can improve medical student engagement, clarify student expectations, and improve informal feedback, thereby jazzing up the learning environment.

How to increase affective organizational commitment among new French police officers. The role of trainers and organizational identification

ABSTRACT This study concerns police socialization, focusing on the influence of trainers on the affective organizational commitment of new police officers in France. There has been little research on the role of trainers in organizational identification, which refers to how members of an organization define themselves in relation to that organization. The aim of this study was specifically to examine first the links between the quality of the trainer-newcomer relationship, clarity of the trainer’s expectations, and affective organizational commitment, and secondly the mediating role of organizational identification in these relationships. Participants were 852 French police officers attending a training course. Structural equation modeling revealed that the quality of the trainer-newcomer relationship and clarity of expectations were related to affective organizational commitment, and that organizational identification acted as a mediator between these two factors and the outcome. Based on these findings, practical suggestions and directions for future research are discussed.

Student and faculty perceptions of writing in a foreign language studies major

AbstractWriting occupies a central position in university foreign language studies programs, yet little is known about the nature of writing instruction in upper‐division content courses. Drawing on quantitative and qualitative data, this study, which was part of an internal program assessment, explores faculty and student perceptions of students’ writing abilities as well as students’ perceptions of the quality, focus, and components of writing instruction. Findings point to a lack of clarity in expectations and students’ uncertainty about the relationship between content and language in writing. In addition, contradicting reports of students’ writing abilities suggest that process‐oriented instruction that incorporates faculty feedback supports and improves university students’ writing within the discipline. Suggestions for improving writing instruction and students’ outcomes are discussed in the context of previous scholarship on university curricula and faculty professional development.

A systematic review of supervisory relationships in general practitioner training.

The educational alliance is argued to be at the heart of supervision in medical education. This review aims to map the research field and develop a conceptualisation of the nature of such educational alliances within postgraduate supervision for general practitioners. An integrative review of the international literature on supervision from 2011 to 2018 was undertaken, and papers assessed for relevance and quality. Data analysis incorporated framework analysis techniques. Bordin's working alliance-based model of supervision was used as a springboard for synthesis, as well as allowing for the emergence of new ideas, theories and concepts from the literature. A total of 49 full texts were included for analysis. There was evidence of the importance of trust, agreement and bond in accordance with Bordin's model. The results also highlighted the importance of greater clarity on supervisory goals, and the tasks to support these goals, to effectively address competing priorities and roles within supervision. Non-hierarchical relationships were advocated, although supervisors must remain impartial in their assessment and monitoring roles. The influence of the wider practice community and situated learning through legitimate peripheral participation are documented. A model of General practice (GP) supervision is proposed that integrates the findings. GP supervision requires a greater emphasis than is suggested by the working alliance model, both on the clarity of expectations and the appreciation of the multiple roles and competing priorities of both trainee and supervisor. Furthermore, as GP supervision develops within the rising workload of contemporary general practice, the role of the wider community of practice may become more prominent. We have adapted the working alliance model for postgraduate General practice (GP) supervision, emphasising the explicit sharing of expectations relating to goals, tasks and roles to facilitate negotiation and agreement.

Exploring perceptions of school climate among secondary students with varying discipline infractions

ABSTRACT This study explores the relationship between discipline and perception of school climate among students in Grades 5 through 12 (N= 769). Students reported how many times they got in trouble (i.e., sent to the office, detention, suspension) and rated their perceptions of school climate overall and on specific subscales. The results suggest that students with no contact with school discipline had more positive perceptions of overall school climate as well as teacher–student relations, student–student relations, emotional engagement, positive behavioral techniques, clarity of expectations, and the use of social emotional learning techniques than students who reported any contact with school discipline. Results suggest that discipline infractions are associated with more negative perceptions of school climate and provide a rationale for the use of proactive approaches to school discipline as a way to enhance student perceptions of school climate.

Working in the dead of night: exploring the transition to after-hours duty.

Transitions, although often difficult, represent integral components of medical training. New postgraduate trainees (first-year residents) find themselves in an especially challenging transition as they are expected to fulfil both learning and service expectations concurrently. Workplace learning theory has been suggested as a lens through which to understand this unique educational, yet service-oriented, role. This tension may be further amplified overnight when residents are on-call with little to no support. The aims of this study were to explore the transition from medical student to resident with respect to the on-call experience, and to provide theory-based suggestions to enhance learning during this unique transition. We conducted an interpretivist qualitative study by interviewing eight medical students and 10 first-year residents from six different specialty training programmes across four academic sites. Each semi-structured interview was transcribed verbatim and anonymised. Resident interview transcripts were initially coded for major themes, after which medical student interview transcripts were coded for consistencies and discrepancies. Four interrelated themes were identified in students' and residents' descriptions of on-call experiences: (i) shift in responsibility; (ii) supervisory support; (iii) contextual conditions, and (iv) clarity of expectations. Generally, students were not able to anticipate the challenges they would face as residents on-call, and residents perceived the transition as sudden with little emphasis placed on learning. First-year residents face multiple challenges during on-call, which may prevent optimal learning in this setting. These challenges are amplified by the large gap between the respective roles of medical students and residents. We identified promoters of and barriers to effective learning in this environment and, by using workplace learning theory, provide recommendations for how we might be able to enhance medical students' preparation for and first-year residents' learning during experiences of being on-call.

An exploration of the factors that influence nurse practitioner transition in Australia: A story of turmoil, tenacity, and triumph.

Nurse practitioner (NP) legislation was introduced in Australia in 1998 with the first NPs endorsed 2 years later. Although the number of NPs has slowly increased, they still face significant challenges adjusting to their new role. The aim of this study was to explore the factors that influence the experience of new NPs. Ten newly appointed NPs were interviewed three to four times over a 12-month period. Using a summative content analysis, data were reduced to four key factors that influence the experience of role transition: personal, intraprofessional, interprofessional, and organizational. The findings illustrate that for many participants, transition was a time of turmoil and a great deal of tenacity was required to navigate the journey. However, despite the challenges, some participants were triumphant and able to forge a successful role for themselves. This study highlights the need for the nursing profession to support new NPs. It also demonstrates that the provision of structured orientation programs is needed to facilitate effective transition to these complex and challenging roles. Clarity of expectations and a gradual increase in responsibilities are likely to optimize adjustment to the NP role.

The Relationship between Quality of Performance Appraisal Process and Nurses Job Satisfaction as perceived by staff nurses at a Selected Hospital

Background: Every organization follows a performance appraisal system in one way or other and the same has some impact on the satisfaction level of the employees over a period of time. Managing performance of employees is challenge for every organization; also employee satisfaction plays a vital role for individual and organizational growth (Mathew and Johnson 2015). Aim: The present study was conducted in order to assess the relationship between quality of performance appraisal process and nurses job satisfaction as perceived by staff nurses at a selected hospital.  Research question: What is the relationship between quality of performance appraisal process and nurses job satisfaction as perceived by staff nurses at a selected hospital? Setting: This study was conducted at university hospital which is affiliated to Cairo University. Research Design: A descriptive correlation design was utilized to achieve the objective of the present study. Sample: All nurses who agreed to participate in the study at time of data collection will be included. Their total number was (N=150) nurses. Tools: Based on the literature review, the following tools were constructed by the researcher to collect data pertinent to the current study. These tools are: I: Socio-demographic and Performance Appraisal Quality Questionnaire, was developed by the investigator to collect data for the present study based on extensive review of related literature. The questionnaire covered 8 dimensions and contains (52) items. II: Job Satisfaction Questionnaire was developed by Spector, (1985). The questionnaire contains (36) items. Results & Conclusion: The present study concluded that there is a significant correlation between nurse’s perception of the performance appraisal process subscales (the clarity of expectations, providing feedback, accuracy of rating, reaction toward performance appraisal rating, reaction toward supervisor & reaction to performance appraisal system) and their job satisfaction. Furthermore, research declared that there is a significant correlation between nurse’s perception to the quality of performance appraisal process and their job satisfaction. Recommendations More research is needed to clarify that either private or public sector organizations operating fair systems of employee performance appraisal or not, the organization should have to implement performance appraisal practice in the best possible way providing job related feedback other than reflecting personal bias. Providing feedback based career development to initiate the best performers.