Education Should Research Articles

Forensic Social Work: Why Social Work Education Should Change

ABSTRACT Rising rates of incarceration in the United States and continuing use of the death penalty in over half of the states in the United States signal a need for more involvement of social workers in forensic roles to mitigate unjust sentencing. The National Association of Social Workers has consistently maintained a professional policy stance in opposition to the death penalty and in support for alternative sentencing plans, citing that the death penalty disproportionately impacts communities affected by poverty and communities of color, and is prone to error. The purpose of this article is to highlight the importance of educating social workers to mitigation as a primary role among forensic social workers, with a focus on death penalty mitigation with its critical skills and knowledge. After describing mitigation in death penalty cases, we examine four major social work roles in capital cases that expanded education should cover: (1) mitigation investigation, (2) consulting expert, (3) expert witness, (4) teaching expert. This article also addresses important ethical considerations when working as a member of capital defense teams and provides recommendations for social work graduate curricula to tailor content to better prepare students for capital mitigation practice.

Easy Preparation for Online Courses: Why Professors as Educators Should be Anxious About Becoming Non-Essential

• There is a growing and inexplicable trend among professors to voluntarily fade into the online pedagogical background and allow someone—or something—to do the teaching for them.• The professoriat...

Blasts from the Preclassical Past: Why Contemporary Economics Education Should Listen to Preclassical Thought

Blasts from the Preclassical Past: Why Contemporary Economics Education Should Listen to Preclassical Thought

Report provides insights on cybersecurity

Do you follow best practices to prevent a data breach and to address one if it occurs? Why Cybersecurity Matters: and What Registrars, Enrollment Managers and Higher Education Should Do About It outlines steps you can take to secure your institution's and students' data.

English Education Should Focus on the Integration of Humanism

People in educational circles believe that humanism has an incomparable role and status in education and its ideology has a certain positive effect both in past education and in contemporary education. Moreover, the core of people-oriented thinking in humanism can be integrated with the quality education thought advocated by contemporary China. Therefore, in this context, the paper analyzes English education should focus on the integration of humanism. Firstly, the paper gives a brief overview of the meaning of humanism, and then summarizes the role of humanism in the full integration of English education. Finally, it analyzes in detail how to effectively integrate humanism into English education. The purpose of this study is mainly to improve the current level of English education, and to train comprehensive quality talents for the country.

保育をいかに「評価」するか ―子どもの豊かな生活や遊びを保障するために―

保育をいかに「評価」するか ―子どもの豊かな生活や遊びを保障するために―

Outsourcing STEM Jobs: What STEM Educators Should Know

Outsourcing is a business strategy to cut costs by relocating jobs from high-cost countries, like the USA, to low-cost ones, like India. The practice involves moving the jobs and transferring knowledge, technologies, and capabilities. Outsourcing has been growing in scale and scope in science, technology, engineering, and math (STEM) occupations, and it has implications for the current and future demand of STEM workers. Some jobs will be rendered obsolete as they migrate to low-cost locations, while others, which are complementary to outsourcing, will see demand increases. The paper reviews the theories about which jobs will be vulnerable to outsourcing and the empirical data. It describes the political and policy discussion about STEM outsourcing and how it has been coupled with the STEM workforce shortage debate. Lastly, it explores the implications for STEM educators, workers, and students. Many STEM jobs have already been outsourced and many more are vulnerable. STEM educators, workers, and students can take practical steps to adapt to outsourcing. STEM educators can modify curricula towards skill and knowledge areas less vulnerable to outsourcing and provide tools to students to become better stewards of their own careers. Workers can better steer their careers by closely tracking outsourcing trends.

“Come, Let Us Reason Together”: New Research and the Public Good

The university is the prophetic school out of which come the teachers who are to lead democracy in the true path. It is the university that must guide democracy into the new ields of arts and literature and science. It is the university that ights the battles of democracy, its warcry being: “Come, let us reason together.” (Harper 223)For our era, the ability to search and research—sorting, evaluating, verifying, analyzing, and synthesizing abundant information—is an incredibly valuable skill. With the advent of Twitter and fake news, as well as the digitization of vast archives made accessible for the irst time, these active learning skills should have a far larger role in higher education today. (Davidson 88)STUDENTS IN HIGHER EDUCATION SHOULD MASTER RESEARCH TO SOLVE THE GREAT SOCIETAL PROBLEMS OF THE TWENTY-FIRST CENTURY. Research—as Cathy N. Davidson succinctly defines it above—is one of many crucial topics in her compelling new book The New Education. Looking at the literature and data on American universities Davidson describes in her study, I venture that new research could contribute to the public good as long as research universities continue to advance democracy. Theoretical and practical notions of democracy, of course, have evolved remarkably since America's founding, oscillating between the ideological poles of “liberalism” and “illiberalism,” as some pundits have recently put it (Deneen 155–59). For the sense of American democracy anchoring my essay, I have in mind a “deliberative form of politics” that calls on “the demos to reflect upon itself and judge [the efforts of] laws, institutions, and leaders” to maintain the equality of social rights and privileges (Urbinati 16). The democratic prosperity of American society requires an increasingly diverse range of students to conduct new research on behalf of the intellectual and scholarly contributions of universities to the public good.

We Are What We Do: Adult Basic Education Should Be About More Than Employability

AbstractIn this commentary, the authors review one area of federal policy, adult basic education policy, since its inception in the 1960s as an example of how educational policy can drift from its broad purpose as it responds to political, social, and economic forces. The authors argue that its current narrow focus on workforce development underestimates the challenges of improving employment and earnings outcomes. More important, it undercuts the value and benefits of skill gains that can accrue before participants are able to attain jobs that can improve their economic outlook. Analysis of adult skill assessments indicate that even small skill increases can have a significant impact on other important social outcomes. Thus, the authors call for broadening the goal of federal adult basic education programs from primarily workforce development to helping participants more effectively fulfill a range of adult roles and responsibilities.

Aspirations

Aspirations

25aBD-1 体罰批判軸上での教育の取るべきスタンス(物理教育,領域13(物理教育,物理学史,環境物理))

25aBD-1 体罰批判軸上での教育の取るべきスタンス(物理教育,領域13(物理教育,物理学史,環境物理))

Severe Deprivations of Education Should Be Considered States of Emergency.

Severe Deprivations of Education Should Be Considered States of Emergency.

Are Students Blind to Their Ethical Blind Spots? An Exploration of Why Ethics Education Should Focus on Self-Perception Biases

Ethics blind spots, which have become a keystone of the emerging behavioral ethics literature, are essentially biases, heuristics, and psychological traps. Though students typically recognize that ethical challenges exist in the world at large, they often fail to see when they are personally prone to ethics blind spots. This creates an obstacle for ethics education—inducing students to act in an ethical manner when faced with real challenges. Grounded in the social psychology literature, we suggest that a meta-bias, the bias blind spot, should be addressed to facilitate student recognition of real-world ethical dilemmas and their own susceptibility to biases. We present a roadmap for an ethics education training module, developed to incorporate both ethics blind spots and self-perception biases. After completing the module, students identified potential ethical challenges in their real-world team projects and reflected on their susceptibility to ethical transgressions. Qualitative student feedback supports the value of this training module beyond traditional ethics education approaches. Lessons for management and ethics educators include (a) the value of timely, in-context ethics interventions and (b) the need for student self-reflection (more so than emphasis on broad ethical principles). Future directions are discussed.

これからの物理教育はいかにあるべきか : 物理教育の現代化(座談会)

これからの物理教育はいかにあるべきか : 物理教育の現代化(座談会)

Why Veterinary Medical Educators Should Embrace Cumulative Final Exams.

The topic of cumulative final examinations often elicits polarizing opinions from veterinary medical educators. While some faculty prefer cumulative finals, there are many who perceive these types of examinations as problematic. Specifically, faculty often cite cumulative examinations are more likely to cause students' greater stress, which may in turn result in negative student evaluations of teaching. Cumulative finals also restrict the number of items one may present to students on most recent material. While these cited disadvantages may have some merit, the advantages of cumulative examinations far exceed the disadvantages. The purpose of this article is to discuss the advantages of cumulative examinations with respect to learning evidence, grade/score validity, fairness issues, and implications for academic policy.

What Global Education Should Focus on

As globalization raises new threats, so does the need to be globally skilled. The ability of teachers to be globally capable will allow them to participate in and explore solutions to issues in society. In the 21st century people are faced with more complicated events than they used to be and their global ability to interpret these things in confidence is more important than it used to be. Teachers have the key role to encourage people to deal with global issues as they are at the center of learning. Teachers are at the heart of every educational system. In order to help people to be aware of global issues, their professional development holds a very significant place. If teachers are not educated at a sufficient quality level, they are not expected to find solutions to global problems. This paper defines global education from different perspectives and stresses the elements global education should focus on.

The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know

Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to “cover the expansion of Reading Recovery around the U.S.” (May, Sirinides, Gray, & Goldsworthy, 2016, p. 1). While one of the two goals of the study was to determine the long-term impact of Reading Recovery, this study, described by its authors as “highly successful” (p. 4), found a “not significant” long-term effect on students’ reading skills. Subsequent Reading Recovery publications have failed to mention this “not significant” effect. With the exception of year one of the study, there are no publicly available test score data for the students when they were in Grades 2 or 3. Further, it appears that the actual lowest achieving students (special education students, students retained in first grade, and others) were systematically excluded from Reading Recovery instruction. Overall, there is very limited evidence of Reading Recovery’s efficacy as an effective long-term reading intervention. We discuss the limitations of the Reading Recovery approach, how Reading Recovery can be improved, and strongly recommend that schools do not adopt this program unless it incorporates all components of evidence-based reading instruction. Subscribe to LDMJ

臨床教育と連続性のあるシミュレーション教育の重要性─成人教育原理の重要性─

臨床教育と連続性のあるシミュレーション教育の重要性─成人教育原理の重要性─

Why Educators Should Apply Theories and Models of Health Education and Health Promotion to Teach Communication Skills to Nursing and Medical Students.

Why medical and nursing students need education in communication skills? And how these skills should be thought? These are two important questions in medical education. Effective communication between health care providers and their clients is a crucial factor in patient-centered care. Identifying clients’ needs and taking appropriate actions to overcome these problems need appropriate communication skills (1). Providing effective communication skills to nursing and midwifery students and helping them to reflect this on both work and personal lives is one of the main goals of education (2). According to Simonson (3), 25 years ago, formal writing courses were not offered at about 86 of 101 (85%) responding American medical schools. Furthermore, regarding his professional commitment, he hoped that his residents as well as other medical students would benefit from “formal professional written and verbal communication” programs soon. After 25 years, thanks to very admirable efforts of educational policy makers, the number of medical schools that offer formal communication skills has been significantly increased; however, the number of patient complaints about physicians and nurses communication skills has been dramatically increased. For instance, in content analysis of 1216 complaints of patients by Montini et al., “poor provider-patient communication” contributed to 17% of complaints (4). In a study in Turkey, nursing students’ mean score of communication skills scale was 165.27, which showed a moderate level of these skills (2). Benbassat found that teaching interviewing skills to medical students had serious problems. First the students were faced with wide variability in interviewing styles and different role models, second clinical teachers were not usually specialists in patient interviewing and third there was no valid method for assessment of interviewing skills (5). It seems that the efficacy of our communication skills programs is still under question and as Simonson has recommended, it needs something more than theoretical teaching (3). For instance, role modeling, critical reflections and formative and summative evaluations should be integrated in teaching programs. The role of theories in designing and conducting medical and nursing education is well defined. Learning theories are popular within nursing education and many important notions such as self-monitoring and simulation design have been derived from these theories. Sociocultural theories have been largely overlooked in medical and nursing education (6). It is believed that theories and models in health education and health promotion (HEHP) should be used in planning, implementing and evaluation of any educational programs about communication skills to enhance the success rate of educational programs (7). In “effective training strategies for teaching communication skills to physicians: an overview of systematic reviews” (8), the methodological errors of studies were reported as one of the limitations of overview. Reporting such an error in many studies supports the idea of using theories and models of HEHP in teaching communication skills. Indeed, applying theories and models would decrease methodological errors of studies, which in turn, would allow instructional designers to access many valid and reliable educational strategies. Applying theories and models of HEHP in instructional designs regarding communication skills should be a crucial concern of educators; otherwise, their blind attempts to improve medical students’ communication skills would usually fail to succeed. Moreover, using different constructs of theories and models of HEHP lets educators recognize constructs which are the most important predictors of physicians’ successful communication behaviors. Consequently, designing educational programs based on highly predictive constructs would be the key to their success. Based on social, epidemiological, educational and administrative and policy assessment, performed in a recent Ph.D. dissertation in Tarbiat Modarres University, Precede–Proceed model was the effective model for planning interns’ physician-patient communication skills and for the most part, the items from interviews with 14 faculty members and 7 medical interns were matched with the constructs of Social Cognitive Theory. Based on confirmatory factor analysis (CFA), the most important predictors of successful communication behavior among interns were recognized and used to write lesson plans to train participants in the intervention group of the educational quasi-experimental study (IRCT2013021812511N1). Having a good grasp of theories and models of HEHP and practicing theories and models of HEHP in formal communication courses by educators and health leaders would improve the outcome measures of communication skills programs. For this reason, educators should appreciate that theories and models are for all health care administers, not just for students.

Nonsuicidal Self-Injury: What Physical and Sport Educators Should Know

The increasing prevalence of nonsuicidal self-injury (NSSI) among children and youth suggests that increased awareness, attention, and training must be disseminated to frontline personnel. Physical and sport educators have an increased chance of identifying students who are currently engaging in NSSI because of the nature of their work. This article addresses basic facts concerning NSSI that physical and sport educators should be aware of and identifies intervention strategies. It also offers practical suggestions for identifying, reacting to, and proceeding with the discovery of an individual who is engaging in NSSI. The ultimate goal is to get these individuals the help they need.