Expertise In Education Research Articles

Perspectives and Expertise of Secondary Ensemble Music Educators With ADHD

Perspectives and Expertise of Secondary Ensemble Music Educators With ADHD

Relationship of adaptive expertise of health professions educators with age, experience, academic rank, and their work performance during an altered academic environment

BackgroundHealth professionals and health professions educators (HPEs) worldwide were confronted by the COVID-19 pandemic, which disrupted standard practice and forced HPEs to develop creative, alternative modes of training and education. The ability of people to work successfully and efficiently in non-standard situations can be called adaptive expertise in which people quickly overcome changes in work requirements using their expert knowledge in novel ways. The objectives of the current study were to investigate how the adaptive expertise of a group of HPEs influenced perceived work performance in a non-standard situation and to see whether there were relationships between the level of adaptive expertise and academic ranking and work experience of HPEs.MethodsA descriptive, cross-sectional, single-site study was conducted using a self-reported study tool about adaptive expertise developed by Carbonell et al. (2016), and three questions were asked about participants’ perceptions of work performance, amount of work done, and teaching quality. The sample consisted of HPEs from the University of Twente, Netherlands.ResultsAmong 123 eligible participants, 40 individuals completed the survey. Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity indicated the adequacy of the sample size (KMO = 0.633, P < 0.0001). Participants were lecturers, senior lecturers, assistant professors, associate professors and full professors. The average adaptive expertise score of the sample was 4.18 ± 0.57 on a scale from 1 (low) to 5 (high). The domain and innovative skills are the principal distinct dimensions of adaptive expertise among HPEs. Professors showed higher adaptive expertise scores than the other ranks. Statistically significant correlations were found between scores of adaptive expertise and perceived work performance (r = 0.41, p < 0.05 and academic ranking (r = 0.42, p < 0.05). Adaptive expertise scores were not associated with work experience or HPEs’ age.ConclusionsOur finding of a lack of relationships between self-reported level of adaptive expertise and experience and age but significant relationships with work performance and academic ranking of HPEs suggests that adaptive expertise is not auto-generated or acquired with seniority and experience but is a ‘mastery’ that should be developed deliberately.

Crucial competencies for crisis management: the importance of middle leaders’ conceptual skills in navigating turbulent times

ABSTRACT In the contemporary landscape characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), crises can arise, placing organizations at risk. To prevent such failures, organizations must have capable leaders who possess the necessary crisis management competencies to handle such situations. Effective crisis management involves four crucial competencies: improvisation skills, analytical thinking skills, strategic planning skills, and change management skills. This study purposes to evaluate the essential leadership competencies required for effective crisis management, with a specific focus on conceptual competencies among middle leaders in Malaysia’s Ministry of Education (MOE). Utilizing the Fuzzy Delphi Method (FDM), this research seeks to obtain expert consensus on the most critical competencies required for effective crisis management. An instrument containing a list of conceptual competencies was presented to a diverse panel of 15 experts, including those with expertise in crisis management and education. The four elements tested surpassed the required conditions set in FDM. The defuzzification process also rearranged all the elements. In conclusion, this study successfully identified four crisis management competencies that are crucial for middle leaders in educational organizations. The study’s findings have benefits for theoretical evolution, policy development for organizational education, and practice, especially for middle leaders in educational organizations towards sustainable education.

Developing the future academic workforce: A descriptive cross-sectional study of the experiences of early career academics from registered health and social care professions

BackgroundHealthcare academics are generally recruited for their expertise as practitioners, however this may not always convert into expertise in higher education. ObjectiveInvestigate experiences of academics who transitioned from clinical roles by:1.Ascertaining prior understanding of the academic role.2.Understanding motivations to transition to academia.3.Determining whether expectations reflected reality.4.Identifying support needs for a successful transition. DesignDescriptive cross-sectional survey. Participants122 survey responses; 103 females, 89.3 % UK participants, 65.6 % nurses. Average years as clinician was 14.49 (SD 8.44), average age at time of transition was 39.99 (SD 8.28), average length of time in academia was 4.36 years (SD 6.51) and most were currently employed as a senior lecturer (36.9 %) or lecturer (28.7 %). MethodsAn electronic survey using an amended version of the Career Transition Inventory (CTI), the HEXACO personality trait measure, and open questions for elaboration.Descriptive and inferential statistics were performed on statistical data and open questions were analysed thematically. Results73 % of participants agreed they felt like a novice again and were overwhelmed in their first year of academia. Most felt they received support from their line manager and the transition was the right decision. Higher levels of extraversion were associated with a positive transition, and those open to new experiences were more likely to feel ready and confident in their career transition.The qualitative data identified four themes: the need to do something different, expectations not reflecting reality, levels of support, and it being a transformative experience. ConclusionsReasons for transitioning from clinical to academic roles are multifaceted. There is a lack of prior understanding around the complexities of the role, and expectations rarely reflect reality. Academic roles require extensive support and development, and time to transition into the role effectively.

Assessing the breadth and multidisciplinarity of the conservation curriculum in the United Kingdom and Australia.

There have been repeated calls to train conservationists capable of transcending disciplinary boundaries. However, little empirical work has been done to document conservation teaching. We investigate the content taught in conservation higher education across the United Kingdom and Australia. Using data from an online survey and content analysis of module descriptions, we assess the prevalence of subject areas in 146 conservation modules and topics in 368 conservation modules and 62 conservation degrees. Biological sciences subject areas were represented in 92% of the modules, whereas social sciences subject areas only featured in 60% and humanities in 24%. Of the modules teaching biological sciences subject areas, 84% included biological sciences faculty but only 31% of the modules covering social sciences subject areas included faculty from the social sciences. Who teaches matters. The disciplinary expertise in conservation education needs to diversify to train conservationists capable of addressing conservation challenges. This requires institutional changes and support from prominent societies to promote interdisciplinary education.

장애인 교원의 인적지원 요구 탐색 연구

Purpose: This study aimed to explore how teachers with disabilities perceive the challenges and human support in various tasks and situations that arise in school settings, and to explore the expertise and support criteria tailored to the needs of teachers based on their disability and job responsibilities. Methods: For this purpose, the participants in the focus group interviews (FGIs) were divided into three groups, taking into consideration the disability category and severity, school curriculum, and subjects. Group 1 consisted of seven visually impaired teachers in general subjects, Group 2 consisted of four visually impaired teachers in special education, and Group 3 formed a consultative body of six teachers with physical disabilities, and FGI was conducted twice each. Results: The analysis of the collected data revealed seven main themes with twenty-four sub-themes. The seven main themes that emerged were as follows: educational expertise, administrative expertise, expertise demanded by special education teachers, expertise related to disabilities, support for daily life of teachers with disabilities, support demands related to professional development, and ethical principles and attitudes related to support. Conclusion: The findings emphasize the importance of institutional support for teachers with disabilities, tailored to their specific needs. They can serve as foundational data for exploring strategies to establish a support system that helps teachers with disabilities adapt and thrive in the teaching profession

Missing the Link: Stakeholders’ Perception Towards Agriculture Academic Institutions Contribution to Integrate Research Extension and Education Institutions in Nepal

Currently, thirty Agriculture Academic Institutions (AAI) in two broad categories: constituent campuses and affiliated colleges under six universities are executing agriculture and veterinary science programs nationwide. All these universities have different course curricula, faculties, academic resources, and research &amp; outreach capacities. Literature show that Nepalese AAIs have minimal activities to engage their graduates in communities and service learning. In this sense, AAIs are missing the opportunities to connect farming communities, enterprises and industries. Similarly, faculties of AAIs are mostly confined to classroom teaching and their competencies of engagement in the policy arena are under-utilized. Further, faculties and researchers because of their limited participation in policy engagement are missing the opportunities to share their evidence, expertise and experiences in the (Agriculture Research, Extension, and Education) AREE network. On this ground, a study was designed to capture the AREE stakeholders’ opinion that ‘Should academic institutions be a part of agriculture research, dissemination of technologies and policy engagement along with the teaching-learning activities?’ A cross-sectional perceptual survey was conducted (n=250) using a five-point Likert scale. Cross-tab analysis and one-way ANOVA were conducted to assess the difference in the stakeholders’ opinions. The reliability coefficient (0.633) was calculated using Cronbach alpha reliability methods. The findings showed that stakeholders perceived AAI should not be confined merely to teaching-learning activities. It means the stakeholders desire to review the existing mandates of education institutions and expand their roles in the tripartite functions of research extension and education. The stakeholders are not in favor of establishing an arrangement for the apex agency to integrate all of these institutions. To connect and strengthen linkage and integration between AREE institutions, classroom components should be connected with farming &amp; business communities, and industries through service learning in community multi-stakeholder platforms.

Music-based Pedagogies to Teach Conversational Skills to Early Childhood Care and Education’s Learners: The Educators’ Constraints and the Proposed Solutions

The indispensable requisite for sustainable, and equitable early childhood education is innovative educators with developmentally appropriate strategies to communicate essential skills to young children. Holistic development of young infants, especially those under five years old lays the foundation of lifelong learning. Research revealed that songs and rhymes aid the development of fundamental abilities in children. However, most of the South African Early Childhood Development (ECD) educators are ill-equipped with expertise hence their constraints in using music-based pedagogy to aid in the Early Childhood Care and Education (ECCE) children’s acquisition of conversational skills. Therefore, this case study explored the constraints and proposed solutions for rural ECD educators in employing music-based pedagogies to impart conversational skills to learners. Six ECCE educators were purposively sampled from centres in Kimberley, Northern Cape province, South Africa to participate in a semi-structured interview and reflective writing. The generated data was analyzed thematically. All the participants concurred that the teaching method centered on music was the best for the ECCE classroom, however, they were restricted by factors such as inadequate expertise in music education, a dearth of musical materials, and a lack of government funding to acquire musical resources and inadequate infrastructural facilities and human resources. They believed that a short musical intervention program would boost their effectiveness and their self-confidence in employing music-based pedagogy to impact children’s language development. The study recommends that a resilient support system be implemented to support ECD educators with basic musical abilities. The results of this study will help curriculum creators and ECD/ECCE policymakers improve the developmental facilities available for teaching and learning. Keywords: Early Childhood Development, Music-based pedagogy, Conversational skills, constraints, and solutions.

Evaluating the role of consultants in assessing functional feasibility and reliability of buildings: A case study in Banda Aceh

The assessment of building reliability is a critical aspect of the functional feasibility system, as outlined in the 1998 Technical Instructions of the Directorate General of Human Settlements. These assessments typically encompass architectural, structural, and utility criteria. This research aims to understand the role of consultants in evaluating the functional feasibility of buildings in Banda Aceh. Purposive sampling was employed with 11 respondents, considering factors such as education, legal, and technical expertise. Data analysis involved factor analysis using the KMO-MSA method and descriptive analysis using SPSS software. The results reveal that consultants play a crucial role in assessing the functional feasibility of buildings, particularly in terms of skill competency, integrity, and professionalism, with a significant emphasis on the suitability of the function and specifications of the requested buildings. Moreover, the legal factor variable emerges as pivotal in consultants’ activities, ensuring compliance with statutory regulations. This study underscores the importance of consultants in ensuring building reliability and adherence to stipulated provisions.

MODELING THE FACTORS INFLUENCING SECONDARY STUDENTS’ PERFORMANCE IN STEM SUBJECTS

STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the ‘Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)’, a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education. Keywords: STEM achievement, secondary students, STEM subjects, structural equation modeling

Identifying diversity of patient anatomy through automated image analysis of clinical ultrasounds.

Central venous catheterization (CVC) carries inherent risks which can be mitigated through the use of appropriate ultrasound-guidance during needle insertion. This study aims to comprehensively understand patient anatomy as it is visualized during CVC by employing a semi-automated image analysis method to track the internal jugular vein and carotid artery throughout recorded ultrasound videos. The ultrasound visualization of 50 CVC procedures were recorded at Penn State Health Milton S. Hershey Medical Center. The developed algorithm was used to detect the vessel edges, calculating metrics such as area, position, and eccentricity. Results show typical anatomical variations of the vein and artery, with the artery being more circular and posterior to the vein in most cases. Notably, two cases revealed atypical artery positions, emphasizing the algorithm's precision in detecting anomalies. Additionally, dynamic vessel properties were analyzed, with the vein compressing on average to 13.4%of its original size and the artery expanding by 13.2%. This study provides valuable insights which can be used to increase the accuracy of training simulations, thus enhancing medical education and procedural expertise. Furthermore, the novel approach of employing automated data analysis techniques to clinical recordings showcases the potential for continual assessment of patient anatomy, which could be useful in future advancements.

Development of Tailored Teaching Model for Beginning Piano Level Among Visually Impaired Students

Music education for visually impaired individuals faces significant challenges due to traditional methods relying heavily on visual cues. This study addresses this gap by developing a tailored teaching model for beginning piano instruction among visually impaired students. Through a multi-phase methodology, including pilot teaching, expert interviews, and formal teaching sessions, the study integrates innovative pedagogical strategies and adaptive technologies to create an inclusive learning environment. The pilot teaching phase was conducted at a specialized school for the blind and deaf in Jiangsu, China, involving six visually impaired students with varying levels of piano learning experience. Expert interviews were conducted with three individuals with expertise in music education for visually impaired individuals. The formal teaching phase comprised six new visually impaired students and spanned three months, with assessments conducted after the 5th and 10th lessons to evaluate learning progress. Results demonstrate the effectiveness of the tailored teaching model in fostering meaningful musical experiences and promoting musical proficiency among visually impaired students. Suggestions for further research and implementation of tailored teaching models are provided to enhance access to music education for visually impaired individuals.

Strengthening adaptive expertise in surgical education: A comprehensive and strategic approach

Introducción. La formación integral de los residentes excede el conocimiento teórico y la técnica operatoria. Frente a la complejidad de la cirugía moderna, su incertidumbre y dinamismo, es necesario redefinir la comprensión de la educación quirúrgica y promover capacidades adaptativas en los futuros cirujanos para manejar efectivamente el entorno. Estos aspectos se refieren a la experticia adaptativa. Métodos. La presente revisión narrativa propone una definición de la educación quirúrgica con énfasis en la experticia adaptativa, y un enfoque para su adopción en la práctica. Resultados. Con base en la literatura disponible, la educación quirúrgica representa un proceso dinámico que se sitúa en la intersección de la complejidad de la cultura quirúrgica, del aprendizaje en el sitio de trabajo y de la calidad en el cuidado de la salud, dirigido a la formación de capacidades cognitivas, manuales y adaptativas en el futuro cirujano, que le permitan proveer cuidado de alto valor en un sistema de trabajo colectivo, mientras se fortalece su identidad profesional. La experticia adaptativa del residente es una capacidad fundamental para maximizar su desempeño frente a estas características de la educación quirúrgica. En la literatura disponible se encuentran seis estrategias para fortalecer esta capacidad. Conclusión. La experticia adaptativa es una capacidad esperada y necesaria en el médico residente de cirugía, para hacer frente a la complejidad de la educación quirúrgica. Existen estrategias prácticas que pueden ayudar a fortalecerla, las cuales deben ser evaluadas en nuevos estudios.

Exploring preparation practices of nursing and midwifery educators for in situ simulation-based education: A qualitative study in a large healthcare service

AimThis study aimed to explore nursing and midwifery clinical educators’ preparation practices related to in situ simulation-based education, at a tertiary health service in Australia. BackgroundSimulation-based education is routinely used in healthcare education and training. A key mechanism to optimise simulation-based education is learner preparation. While diverse pre-simulation preparation approaches are described in the literature, these are predominantly focused on activities that are undertaken in either university and/or skills centre contexts. In contrast, the learner preparation practices for simulation-based education that is delivered insitu in healthcare facilities by clinical nurse and midwifery educators are underexplored. DesignThis study used an exploratory qualitative design. MethodsParticipants were recruited using purposive sampling from a potential study group of thirty. Twelve individuals from the nursing and midwifery education group met selection criteria and agreed to participate in the study. Each individual participated in a semi-structured interview. Interview data were then transcribed and analysed using qualitative descriptive methods. ResultsData analysis resulted in the development of four themes related to the preparation of participants for insitu simulation-based education sessions. Each theme informs the choices of clinical nurse/midwifery educators’ preparation practices: 1) responsivity to workplace and clinical priorities; 2) clinical educator objectives; 3) preparedness for learning and clinical practice; and 4) evolving educational expertise. ConclusionThis study explored the preparation practices of nurse and midwifery clinical educators engaged in the delivery of insitu simulation-based education. Findings indicate a depth of experiences and a willingness to share practice insights, suggesting that insitu simulation-based education is an integral part of the in service repertoire and a key component of departmental education strategies, designed to support practice and hone skills required to deliver quality patient care.

Optic Nerve Sheath Diameter Point-of-Care Ultrasonography Quality Criteria Checklist: An International Consensus Statement on Optic Nerve Sheath Diameter Imaging and Measurement.

To standardize optic nerve sheath diameter (ONSD) point-of-care ultrasonography (POCUS) and improve its research and clinical utility by developing the ONSD POCUS Quality Criteria Checklist (ONSD POCUS QCC). Three rounds of modified Delphi consensus process and three rounds of asynchronous discussions. Online surveys and anonymous asynchronous discussion. Expert panelists were identified according to their expertise in ONSD research, publication records, education, and clinical use. A total of 52 panelists participated in the Delphi process. None. Three Delphi rounds and three asynchronous discussion rounds generated consensus on quality criteria (QC). This started with 29 QC in addition to other QC proposed by expert panelists. The QC items were categorized into probe selection, safety, body position, imaging, measurement, and research considerations. At the conclusion of the study, 28 QC reached consensus to include in the final ONSD POCUS QCC. These QC were then reorganized, edited, and consolidated into 23 QC that were reviewed and approved by the panelists. ONSD POCUS QCC standardizes ONSD ultrasound imaging and measurement based on international consensus. This can establish ONSD ultrasound in clinical research and improve its utility in clinical practice.

Using Data to Sustain and Measure Student Success Initiatives

This is a follow-up to an earlier case study [Faudree, J. 2021. Courage by experiment, rescue by data. PRIMUS. 31(3–5): 483–491.] describing one Math Department's attempt to improve pass rates in Calculus I by implementing the recommendations from national studies of successful calculus programs [Bressoud, D. and C. Rasmussen. 2015. Seven characteristics of successful calculus programs. Notices of the American Mathematical Society. 62(2): 144–146; Rasmussen, C., J. Ellis, and D. Zazkis. 2014. Lessons learned from case studies of successful calculus programs at five doctoral degree granting institutions. In Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education, pp. 999–1005. Denver, CO.]. This article, along with the earlier one, provide concrete, detailed strategies for promoting departmental change. We describe how the collection and analysis of baseline data has formed the backbone of a sustained, department-driven effort to improve outcomes for undergraduate students and one that weathered the pandemic. For context, our public university is the major research institution of the state, but it is also open-admissions, small (7500 undergraduates) and physically isolated. The effort described here started in 2016 with few resources: no faculty with expertise in mathematics education at the post-secondary level, no support from administration, and no external funding.

Data infrastructuring in schools: New forms of professional edu-data expertise and agency

The digitalisation and datafication of education has raised profound questions about the changing role of teachers’ educational expertise and agency, as automated processes, data-driven analytics and accountability regimes produce new forms of knowledge and governance. Increasingly, research is paying greater attention to the significant role of digital intermediaries, ‘in-between’ edtech or State authorities and the classroom itself, in educational transformations. School data infrastructures, understood as comprising diverse sociomaterial elements including teachers, data, software, standards and pedagogical practices, is one such intermediary through which teacher expertise and agency is reconfigured. In this paper, I focus on teachers’ involvement in processes of data infrastructuring in which people, platforms, systems and tools come together to create, enable and maintain data flows. Drawing on a sociomaterial ethnography of a secondary school in England, I analyse the work of a school data office in the behind-the-scenes work of data infrastructuring. The findings detail the significant labour and expertise involved in data infrastructuring, the dynamic, expanding and bespoke nature of the school data infrastructures that emerged, and processes of decontextualising and recontextualising numbers. The paper argues that the work of data infrastructuring undertaken by and through the school data office was an intermediary process which worked to both de-professionalise and re-professionalise teachers in new ways. In the process, this created new kinds of educational data experts and expertise, who gained significant influence and power within and beyond the school, both challenging and reinforcing existing organisational and governing power flows.

Evaluating the role of consultants in assessing functional feasibility and reliability of buildings: A case study in Banda Aceh

The assessment of building reliability is a critical aspect of the functional feasibility system, as outlined in the 1998 Technical Instructions of the Directorate General of Human Settlements. These assessments typically encompass architectural, structural, and utility criteria. This research aims to understand the role of consultants in evaluating the functional feasibility of buildings in Banda Aceh. Purposive sampling was employed with 11 respondents, considering factors such as education, legal, and technical expertise. Data analysis involved factor analysis using the KMO-MSA method and descriptive analysis using SPSS software. The results reveal that consultants play a crucial role in assessing the functional feasibility of buildings, particularly in terms of skill competency, integrity, and professionalism, with a significant emphasis on the suitability of the function and specifications of the requested buildings. Moreover, the legal factor variable emerges as pivotal in consultants’ activities, ensuring compliance with statutory regulations. This study underscores the importance of consultants in ensuring building reliability and adherence to stipulated provisions.

Data-Informed Professional Learning and Instruction in Integrated Tiered Systems

There are many integrated Multi-tiered Systems of Support (iMTSS), which we refer to as integrated-tiered systems. These systems hold benefits for students with disabilities, as such systems have the potential to facilitate inclusion and focus the collective expertise of educators committed to meeting students’ multiple needs. The Comprehensive, Integrated Three-Tiered (Ci3T) prevention model was designed to meet student’s academic, behavioral, and social and emotional well-being needs within one integrated system. Using lessons learned over decades of research, we present a step-by-step approach to building educators’ capacity to implement integrated tiered systems through data-informed professional learning. We illustrate how school leaders can use this approach to onboard new faculty, plan coordinated ongoing professional learning for all educators, and facilitate the use of data to inform instruction—all of which are intertwined through the design, implementation, and evaluation of Ci3T models.

Особенности реализации гуманитарной экспертизы в сфере образования

The study delves into the intricacies of implementing humanitarian expertise within the educational realm, particularly focusing on its technologization. By delineating the stages and methods of conducting such expertise, as well as elucidating its objectives and tasks, the article provides valuable insights into the complex process of evaluating socio-cultural aspects in educational settings. An author’s indicative list of questions aimed at identifying the socialization potential of the specified categories within the initial stage of the second phase of conducting humanitarian expertise is presented. Moreover, the emphasis on the dialogical principle underscores the importance of fostering interactive engagement between experts and participants, thereby enriching the quality and depth of the analysis. Additionally, the utilization of a resource-based approach highlights the significance of recognizing the valuable insights provided by individuals intimately connected to the subject of expertise. Overall, the findings presented in this article offer a foundation for further research and exploration in the field of humanitarian expertise in education, contributing to the ongoing discourse on enhancing educational practices and promoting socio-cultural understanding within academic environments.