Number Of Supervisors Research Articles

IMPACT OF REFLECTİVE COACHİNG ON DEVELOPMENT OF TEACHİNG SKİLLS OF THE TEACHER CANDİDATES

Both the inadequate number of supervisors and the demands on supervisors presented by the latest learner-based conceptions both in and out of educational contexts have directed many to doubt about the quality of the supervision, actual time spent for the professional development of teachers and collaboration for better teaching and better learning. This research study attempts to explore the impact of the reflective coaching model developed by the researcher based on the principles of reflective teaching on the actual teaching performance of the would-be teachers. As the research design, one-shot case study design with one-group post-test only model was used. 30 student teachers from the primary school teaching department of a Faculty of Education at a university in Turkey were included. Student teachers were trained through a 15-h orientation on reflective coaching program developed by the researcher on how to be a reflective coach and give formative feedback before the 10-week research study. Participants were split into five reflective learning groups, each with six students. Every group was required to conduct a lesson led by a teaching representative. The researcher acted as a teacher trainer and coached them during the preparation of the lesson. Each lesson was videotaped for reflective conference sessions. Later participants were instructed to fill out a questionnaire with 26 open-ended questions including their opinions and ideas on the reflective approach (instrument1). As the second instrument, evaluation checklists prepared by the researcher to assess their teaching were employed. Data were collected in both quantitive and qualitative methods including: (a) conducting and evaluating a sample lesson based on the principles of reflective teaching, (b) discussing based on videotaped lessons during reflective conference sessions, (c) expressing results with statistical data obtained from the pre/post-test application and, (d) employing open-ended surveys and sample dialogues, interviews, and anecdotal data. Findings showed significant differences in favor of the reflective coaching program implemented. The would-be teachers developed in their skills targeted after the reflective coaching program as compared with their performance before the implementation of the program. The findings also revealed that majority of respondents were satisfied with their progress. They stated that this model helped them identify their weaknesses in their teaching. Findings gained offer essential principles on how reflective coaching can be a implemented both in school-based contexts and teacher education. Article visualizations:

Correlates of Effective Instructional Supervision in Bayelsa State Secondary Schools

The purpose of this study is to examine the correlates of effective instructional supervision in secondary schools inBayelsa State. A critical examination of all the policies and personnel put in place by the government to achieve theaim of supervision of instruction in secondary school in Bayelsa State were elucidated. The study involved empiricaldesign with the stratified population of fifteen (15) secondary schools, comprising three hundred (300) teachers andsixty (60) supervisors (Principals) randomly selected from three geo-political zones (Sub divided into: Riverine,Upland and Midland). The research instrument used for the study was rating scale consisting of five (3) researchquestions. The analysis involved the use of mean and standard deviation, why the hypotheses were analyzed usingZ-test at 0.05 level of significance.The results of the analysis indicated that: demography, status/personality and perceptions are not a major factor thatinfluences supervision of instruction in schools, but quality and number of teachers, incentives and motivation,quality and number of supervisors, and school location are the correlates factors that influence supervision ofinstruction in schools. Conclusively, the researcher recommends that supervision is very important for effectiveinstruction in secondary schools and that government should provide all it takes to motivate teachers as to enhanceregulation of supervision of instruction.

Impact of MPH programs: contributing to health system strengthening in low- and middle-income countries?

BackgroundThe “health workforce” crisis has led to an increased interest in health professional education, including MPH programs. Recently, it was questioned whether training of mid- to higher level cadres in public health prepared graduates with competencies to strengthen health systems in low- and middle-income countries. Measuring educational impact has been notoriously difficult; therefore, innovative methods for measuring the outcome and impact of MPH programs were sought. Impact was conceptualized as “impact on workplace” and “impact on society,” which entailed studying how these competencies were enacted and to what effect within the context of the graduates’ workplaces, as well as on societal health.MethodsThis is part of a larger six-country mixed method study; in this paper, the focus is on the qualitative findings of two English language programs, one a distance MPH program offered from South Africa, the other a residential program in the Netherlands. Both offer MPH training to students from a diversity of countries. In-depth interviews were conducted with 10 graduates (per program), working in low- and middle-income health systems, their peers, and their supervisors.ResultsImpact on the workplace was reported as considerable by graduates and peers as well as supervisors and included changes in management and leadership: promotion to a leadership position as well as expanded or revitalized management roles were reported by many participants. The development of leadership capacity was highly valued amongst many graduates, and this capacity was cited by a number of supervisors and peers. Wider impact in the workplace took the form of introducing workplace innovations such as setting up an AIDS and addiction research center and research involvement; teaching and training, advocacy, and community engagement were other ways in which graduates’ influence reached a wider target grouping. Beyond the workplace, an intersectoral approach, national reach through policy advisory roles to Ministries of Health, policy development, and capacity building, was reported. Work conditions and context influenced conduciveness for innovation and the extent to which graduates were able to have effect.Self-selection of graduates and their role in selecting peers and supervisors may have resulted in some bias, some graduates could not be traced, and social acceptability bias may have influenced findings.ConclusionsThere was considerable impact at many levels; graduates were perceived to be able to contribute significantly to their workplaces and often had influence at the national level. Much of the impact described was in line with public health educational aims. The qualitative method study revealed more in-depth understanding of graduates’ impact as well as their career pathways.Electronic supplementary materialThe online version of this article (doi:10.1186/s12960-016-0150-7) contains supplementary material, which is available to authorized users.

Using the WEIS-SR to evaluate employeeperceptions of their college workenvironment.

Colleges have been experiencing reduced resource allocations, shifting student expectations, and organizational change. These changes increase employee stress at all levels. Ensuring that employee needs are being met and promoting a healthy and productive workforce has never been more important. To investigate employees' current perceptions of their work environments using the Work Environment Impact Scale-Self Rating (WEIS-SR). Full and part time employees on a small college campus in the United States were surveyed using the WEIS-SR through an online survey program to protect their anonymity. Perception of staffing levels, workplace support for a healthy lifestyle, number of supervisors, and personal health ratings contributed to employee perceptions of their work environment. There were also differences between staff, administration, and tenured and non-tenured faculty. From an occupational performance perspective, valuable information on employees' levels of volition, performance capacity and habituation, and perceptions of their physical and social environment in relation to their work environments was obtained. Further support for the use of the WEIS-SR and psychometric properties of the instrument (reliability and validity) was obtained.

Comparison of the number of supervisors on medical student satisfaction during a child and adolescent psychiatry rotation.

BackgroundTraditionally, third-year medical students are assigned to one supervisor during their 1-week rotation in child and adolescent psychiatry. However, the majority of supervisory staff in the Division of Child and Adolescent Psychiatry opted to switch the supervision schedule to one in which some medical students are assigned to two primary supervisors.ObjectiveThe aim of the study was to determine if students assigned to two primary supervisors had greater rotation satisfaction compared with students assigned to one primary supervisor during a 1-week clerkship rotation in child and adolescent psychiatry.MethodsA satisfaction questionnaire was sent to 110 third-year medical students who completed their child and adolescent clerkship rotation. Based on the responses, students were divided into groups depending on their number of supervisors. Questionnaire responses were compared between the groups using independent t-tests.ResultsWhen students who had one primary supervisor were compared to students who had two primary supervisors, the lone item showing a statistically significant difference was regarding improvement of assessment reports/progress notes.ConclusionThe number of supervisors does not significantly affect the satisfaction of students during a 1-week clerkship rotation in child and adolescent psychiatry. Other factors are important in rotation satisfaction.

How good is good enough? Exploring social workers’ conceptions of preparedness for practice

This study examined the question: ‘How do social work practitioners construct preparedness for practice?’ The answer to this question was explored through a research conducted in 2013 consisting of a survey based on the Australian Association of Social Workers’ Practice Standards and interviews with social work practitioners who had experience working with graduating social work students in their final field education placements. The responses of 25 survey participants suggest that social work practitioners generally expect new graduates to have ‘moderate’-level skills across the different practice areas, although a small but notable number of supervisors expect new graduates to have general work preparedness at a ‘developed’ level. In addition to having a clear understanding of and identification with professional values, purpose and ethics, the eight interview participants spoke of the importance of empathy and the ability to work within a multidisciplinary organisational environment.

Developing a researcher identity: A reflective narration of postgraduate students supervision experiences in a research project

Postgraduate students go through diverse experiences as they struggle with the construction of their identities towards becoming ‘researchers’. Such diversity is even more pronounced when they are supervised within a large-scale research project where they interact with a number of supervisors from different disciplines. This article analyses postgraduate students’ learning experiences on becoming researchers in a research project using situated learning theory. The analysis focuses on different experiences such as mentoring towards conference presentations and writing for publication. We suggest that in addition to the completion of doctoral or master's degrees, postgraduate supervision through large projects may facilitate the development of researcher identity and enhance institutions’ research outputs as long as there is trust, collaboration and devolution of power among the members of a research community of practice.

School Environment and Dentoalveolar Trauma in Public Schools of Xaxim, Brazil

Objective: To assess the environment of elementary public schools of Xaxim, SC, Brazil, targeting the prevention of dental trauma. Material and Methods: All thirteen public schools in the city of Xaxim had their physical structure assessed concerning the conditions of floors, windows, stairs, capacity, type of surface of the schoolyard, number of supervisors during recess, and social inclusion. The social environment was assessed through the application of the Brazilian National School-Based Health Survey (PeNSE) to either school principals or educational coordinators. Regarding the social environment, areas for student physical activities, episodes of violence (swearing, physical and verbal aggression), and cases of robbery and theft in the school environment were assessed. Data were analyzed by descriptive statistics. Results: Situations considered of risk for the occurrence of accidents and dental trauma were identified. Most schools presented episodes of swearing and fights among students, as well as inadequate physical environment. Conclusion: Both social and physical environments were favorable to the occurrence of dental trauma; however, studies that establish this relationship in a deeper fashion are still necessary.

The impact of workshops teaching holy Quran on the personal aspects of Saudi children according to the perspective of supervisors and parents

This study aimed to “reveal the impact of memorizing the holy Quran on the aspects of the child's personality of the Saudi point of view of supervisors and parents". To achieve this goal, the researchers answered the questions of the study and used the descriptive approach to reach results, the researchers followed this approach through the use of a key instrument: questionnaire, which included five areas: mental, religious, social, educational, linguistic, and reached the total of paragraphs (28), and considered (76) centers teaching the holy Quran in Riyadh, and the number of supervisors on those centers were (76) administrators. The researchers selected a random sample of the study, and distributed (100) questionnaires, (50) questionnaire was distributed to the supervisors of those administrators, and (50) questionnaire was distributed to parents of children in those centers as well, and the returned questionnaires were (70) questionnaire which a total of (70%), and in order to verify the validity and reliability of the study, the researchers introduced the study tool and sent it to (12) arbitrator from the administrators experience, as has been extracted stability through Pearson where it reached (88%), and analyzed the data statistically by using statistical packages (SPSS) and was extracted averages and deviations standard and grade level for the first question, and analysis of variance to answer the second and third questions of the study, and used Scheffe test for comparisons to find differences between the responses of the study due to the age and educational level, the study concluded the following results:

The use frequency of 10 different methods for preventing and detecting academic dishonesty and the factors influencing their use

This study examines the use frequency by German faculty of 10 different methods for preventing and detecting cheating on exams, plagiarism, and falsification and/or fabrication of data. It also investigates the factors influencing their use. In total, 3655 faculty members from 55 randomly chosen disciplines at 4 German universities were contacted and asked to participate in a web-based survey. Our results show that some methods were applied (very) seldom (e.g. the use of text-matching software), while others were used more frequently (e.g. employing a sufficient number of supervisors for exams). Factors found to promote the increased use of many of these methods include those methods' perceived efficacy as well as external expectations that they be used. When the effort involved in applying a specific method is perceived as high, the frequency of use is reduced. Our results can help universities to improve the prevention and detection of academic dishonesty.

Length of Attending-Student and Resident-Student Interactions in the Inpatient Medicine Clerkship

Phenomenon: Changes in the medical education milieu have led away from the apprenticeship model resulting in shorter physician–student interactions. Faculty and student feedback suggests that supervisor/student interactions may now be more cursory with increasing numbers of supervisors per student, and shorter duration of interaction. This may affect both education and student assessment. Approach: We compared inpatient attending and resident daily schedules with those of 3rd- and 4th-year medical students rotating on medicine clerkships at Brigham and Women's Hospital during academic years 2009–11 to determine the number of days of overlap. We used evaluation forms to determine the extent of evaluator's self-reported knowledge of the student. Findings: We correlated the daily schedules of 199 students and 204 resident and 187 attending physicians, which resulted in 558 resident–student pairings and 680 attending–student pairings over 2 years. During a 4-week block, students averaged 3.7 attending physicians (M = 4, range = 2–7), with 49.7% supervised by 4 or more. Attending-student overlap averaged 9 days (M = 9, range = 2–23), though 40% were 7 days or less. Students overlapped with an average 3.4 residents (M = 3, range = 1–6). Resident-student overlap averaged 12 days (M = 11, range = 3–26). There were 824 student assessment forms analyzed. Resident and attending physician supervisors describing knowledge of their student as “good/average” overlapped with students for 14 and 11 days respectively compared to resident and physician supervisors who described their knowledge as “poor” (11 days, p < .01; 6 days, p < .01). Insights: On the inpatient medicine clerkship, students have multiple supervising physicians with wide variability in the period of overlap. This leads to a disrupted apprenticeship model with fragmentation of supervision and concomitant effects on assessment, feedback, role modeling, and clerkship education.

Exploring the Relation Between Online Case‐Based Discussions and Learning Outcomes in Dental Education

Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.

Ring-fencing cross-border banks: An effective supervisory response?

Although international policy makers are making good progress on the important work of global resolution mechanism and the preparation of recovery and resolution plans, a growing number of supervisors, home as well as hosts, are resorting to territorial approaches. Higher capital ratios, dividend restrictions, restrictions on liquidity flows and even forced subsidiarization are gaining renewed popularity. Their objective is to protect the interests of the domestic stakeholders of a foreign bank and to limit the effects of cross-border contagion. This type of ‘ring-fencing’ comes with a negative connotation as it comes at a cost for banks and the efficiency of the overall global financial system. But why do prudential supervisors ring-fence and what makes them more likely to ring-fence? And do all forms of ring-fencing really deserve this bad reputation? What are the risks these measures are addressing and which instruments have been used? Finally, what are the implications of ring-fencing for the banking group, financial stability in the home and host country, as well as global financial stability?

Okul Müdürlerinin Kliniksel Denetime İlişkin Genel Algı ve Değerlendirmeleri [doi: 10.14527/kuey.2014.010

The purpose of the research is to identify the general attitude and assessment of school principals regarding clinical supervision. In the study, qualitative method was used. Easily attainable case sampling, one of the purposive sampling methods, was used in the study to collect data. 70 school principals who work in Antalya constituted the study group of the research. When the views and assessments of school principals concerning the clinical supervision approach are considered, analysis reveals that most of them have positive or very positive views. Most of the participants would prefer to adopt the application of clinical supervision instead of the current application. Most of the participants considered that the clinical supervision system could be applied with some minor changes. Furthermore, they suggested that some additional studies should be done so that the adoption of clinical supervision would be accepted by education partners. Communications should be improved and a positive climate created among educators. The number of supervisors should be raised and supervisors able to apply clinical supervision should exist in all schools and education areas. The knowledge, talent and adequacy of the supervisors should be increased in their areas, and pilot applications should be effected gradually to pass to clinical supervision.

PELAKSANAAN TUGAS DAN WEWENANG HAKIM PENGAWAS DAN PENGAMAT PENGADILAN NEGERI DENPASAR DALAM PEMBINAAN NARAPIDANA

How is the implementation of duties and authorities of supervisors andobservers judges of Denpasar District Court in founding the convict? What areobstacles that occur in implementation of duties and authorities of supervisorsand observers judges of Denpasar District Court in founding the convict? The method used in this research was empirical legal research. Itscharacteristic is descriptive. The data sources that used are primary data,secondary data and tertiary data. The primary data / field data were obtained byinterviewing the relevant law enforcement officer that has been determined as asample. The secondary data were obtained of literature studies. The data wasanalyzed by qualitative descriptive analysis to get the vivid conclusion anddescription in discussing the problems in this research. Conclusions derived from this study include: implementation of duties andauthorities of supervisors and observers judges of Denpasar District Court infounding the convict are not running optimally in accordance with the legislationin force. The factor that obstruct are the numbers of supervisors and observersjudges of Denpasar District Court were not adequate, that was one person, therewas no special fund (Operational fund) and there were no strict sanctions forthose when they could not do the duties according to the applicable law; theycould only appeal to the law enforcement agencies / officers of Class IIADenpasar Penitentiary founding the convict.

Same Rules, Different Enforcement: Market Abuse in Europe

We present and analyze a novel set of enforcement data from the European Securities Market Authority during the period following the European Union’s harmonized rule setting on securities market abuse. The data show significant differences in the intensity of enforcement across Europe. The empirical tests are highly consistent with the view that the intensity of enforcement is the most statistically robust and economically significant predictor of market abuse detection. In particular, the data identify three important arms of enforcement: the number of supervisors, which enhances detection; formalized cooperation, which facilitates surveillance; and imprisonment, which facilitates deterrence. We discuss research, practitioner implications, and policy implications for securities regulation across several key European countries.

Ring-Fencing Cross Border Banks: An Effective Supervisory Response?

While international policy makers are making good progress on the important work of global resolution mechanism and the preparation of recovery and resolution plans, a growing number of supervisors, home as well as hosts, are resorting to territorial approaches. Higher capital ratios, dividend restrictions, restrictions on liquidity flows and even forced subsidiarisation are gaining renewed popularity. Their objective is to protect the interests of the domestic stakeholders of a foreign bank and to limit the effects of cross border contagion. This type of “ring-fencing” comes with a negative connotation as it comes at a cost for banks and the efficiency of the overall global financial system. But why do prudential supervisors ring-fence and what makes them more likely to ring-fence? And do all forms of ring-fencing really deserve this bad reputation? What are the risks these measures are addressing and which instruments have been used? Finally, what are the implications of ring-fencing for the banking group, financial stability in the home and host country, as well as global financial stability?

National survey of supervision of midwives: Time for reflection?

The Nursing and Midwifery Council ( NMC 2010a ) raised concerns about the variation in the number of supervisors of midwives (SoMs) both within and between local supervising authorities (LSAs). Problems with recruitment and retention were postulated as important contributing factors. These concerns provided the impetus for this survey to explore the current structure and profile of supervision. Method: A postal questionnaire was forwarded via the local supervising authority midwifery officers (LSAMOs) in England for contact supervisors to complete on behalf of their SoM team. Ethical approval for the study was not obtained but ethical principles applied. The questionnaire was designed to identify the structure, profile and remuneration packages for supervisors as well as the opinions of SoMs with regard to the factors that promote or constrain their recruitment and retention. Data analysis: Responses were entered on an excel spread sheet and % calculations made. Results: Responses were received from 115 (77%) of SoM teams. More than 95% of SoM’s undertake their supervisory duties in organisations where they hold substantive midwifery posts. Approximately half of LSAs across England have not achieved the required SoM to midwife ratio as recommended by the LSA (2005); the highest ratios of supervisory caseloads have been in London, East of England, South Central and Southeast Coast LSAs. Remuneration for the role and the amount of remuneration varied significantly between and within LSAs. The average amount of protected time for supervision was 7.5 hours per month and the average financial remuneration received was £750 per annum, though this varied from £400 to £2000 per annum. A third of all respondents reported difficulty with recruiting supervisors. The main factors were competing demands with their substantive posts and personal lives, as well as the on-call commitment. Recommendations: Given the variation in the number and ratio of supervisors to midwives both within and between LSAs we recommend that more equitable supervision would be achieved if SoMs were not undertaking the function of their role within the organisation where they hold their substantive role. Separating the role of supervision from that of employee would also aid clarity about the roles as well enable SoMs to be more effective in monitoring and escalating concerns about standards in maternity care. Furthermore, given the findings there is a need to review the selection, structure and remuneration for supervisors of midwives to enable them to be more effective in their role.

The Impact of Cross-Disciplinary Culture on Student-Supervisor Perceptions

Global increases in the numbers of postgraduate students, their growing cultural diversity, and an emphasis on skill development and time to completion are accompanied by an increase in the numbers of supervisors and a professionalization of the training and development processes for both postgraduates and supervisors. Much research on supervision considers variations in practice from the perspective of the traditional functional, dyadic relationship. Other work considers power relations, research communities, and cultural diversity. This research focuses on ‘fields of tensions' in discipline culture, identified by supervisors and facilitators on a supervisor development program on which both authors have taught. The research makes use of data from participant assessment responses, or course papers, and focused interviews with participants. ‘Fields of tension' emerge in the design, actioning, and completion of the research project and in the shape and expression of the thesis, which we argue are inflected by the different disciplinary cultures in which supervisors and students locate research. Disciplinary differences and ‘fields of tension' also emerge in the perceptions of differences in supervision, expectations of roles, relationships, and balances of power in the supervisor-student relationship. This paper examines the cultural differences in academic disciplines and how this is reflected in the supervisory process. We suggest that open sharing and discussion of such disciplinary differences and ‘fields of tension' in supervisor development programs can enable vital, valuable, metacognitive awareness of supervision and research practices for supervisors and their students.

Pedagogical Approaches that Facilitate Writing in Postgraduate Research Candidature in Science and Technology

The current higher education climate seems to be demanding increasing levels of written output from doctoral researchers during candidature. In this context this study employed an online questionnaire, individual interviews and focus group discussions to collect information on the challenges and successes of doctoral writing. It was found that feedback on student writing was universally regarded as the primary pedagogical tool for teaching and learning research writing and for most, the supervisor’s role was central to this. Some supervisors employed ‘writing for publication’ as a complimentary tool. A number of supervisors and students also reported positively about the value of participating in social writing and critiquing environments such as writing groups, writing retreats, or writing for peer feedback. This research suggests that there would be benefit in tertiary institutions pursuing a more systematic approach to the support of writing both as a learning tool for research students and for the promotion of a vibrant, scholarly, research community.