Promote Quality Education Research Articles

Exit Exams from a Regulatory Perspective

When programs do have problems with NCLEX-RN pass rates, the state boards of nursing often work with the program administrators and provide them with reasonable time to make changes. In the end, educators and regulators have the same goal: graduating safe and competent nurses in sufficient numbers to meet the needs of the public. NCSBN is committed to this goal and will continue to conduct research and disseminate information and data that will support the state boards of nursing and help nursing programs make innovative changes. We all share the common interest of promoting quality education for future nurses.

Academy: Strengthening the Educational Mission in Academic Health Centers

A dental school in the modern academic health center often finds that its traditional mission of educating dentists has become more complex as a result of the increased emphasis placed on research and patient care. Although health care education clearly benefits from a rich environment including research and patient care, faculty often find themselves conflicted about their roles in the complex mix of activities in the health center. In order to support faculty in their educational activities, several schools have formed organizational structures with the specific purpose of providing financial and developmental assistance. This article describes a model for an organizational structure within the Harvard School of Dental Medicine designed to promote educational excellence and then describes two academies dedicated to promoting teaching quality at Harvard Medical School and at the University of California at San Francisco.

The Report of the Teaching Commission

At beginning of this year, New York City-based Commission, established and chaired by former IBM Chairman Louis V. Gerstner, released Teaching at Risk: Call to Action (The Commission, 2004) on status of teaching in America's schools. Supported by private donations, 19-member blue-ribbon Commission was made up of prominent leaders from business, government, and education. Directly linked to goals of No Child Left Behind Act (NCLB) (P.L. 107-110, 2002), purpose of Teaching at Risk was to create a sense of national urgency about recruiting and retaining highly qualified and to propose a plan of action. In opening pages, Gerstner warns that nation's role as a world leader is in jeopardy and that an educational system that does not promote quality teaching is part of problem: The United States enters 21st century as an undisputed world leader. Despite difficult challenges at home and abroad, we still have world's strongest economy, and American business continues to inspire growth and development across globe. But our nation is at a crossroads. We will not continue to lead if we persist in viewing teaching ... as a second-rate occupation. (pp. 9-10) The report asserts that despite two decades of reform, achievement is still disappointing (p. 12) and overall test scores are still at about levels they were in 1970 (p. 13). The report also notes that there continue to be large disparities between academic achievement of poor and minority students and their peers. The commission calls for four reforms. First, teachers' salaries would be made competitive with other professions with potential of higher pay for those who increase pupils' achievement or teach in hard-to-staff subject areas and schools. Second, college and university presidents would be held accountable for revamping teacher preparation by raising admissions standards, recruiting stronger students, and ensuring that prospective teachers have knowledge of subject matter, scientifically based practices, and schools. Third, there would be drastic revisions of state licensing and certification, including more rigorous teacher tests and encouragement of streamlined certification programs. Fourth, school principals would provide scientifically based mentoring and professional development for all teachers and would have increased authority to hire and promote teachers who raise test scores and get rid of those who do not. The commission's action plan includes working with governors, state school officers, and university presidents on teacher quality goals and joining hands with federal government to support goals of NCLB. AT RISK, REDUX The report of Commission reflects a recurring historical pattern of blueribbon critiques of teaching and teacher education based on assertion that nation is in danger of losing its global position (Cochran-Smith & Fries, in press). The immediate past iteration was A Nation at Risk (National Commission on Excellence in Education, 1983), published when country was in an economic depression and there was concern it was not keeping pace with changing world economy. In 20 years since A Nation at Risk, there have been debates about whether there actually was a crisis in educational achievement at that time and whether teaching and school quality actually are linchpins in nation's ability to compete in global economy (e.g., Berliner, Biddle, & Bell, 1995; Bracey, 2003; Cremin, 1991). In addition, there have been differing assessments of legacy of two decades of reforms set off by report (see, for example, range of viewpoints in Gordon, 2004). Twenty years after A Nation at Risk, its namesake, Teaching at Risk (The Commission, 2004), asserts that the capacity of America's educational system to create a 21st-century workforce second to none in world is a national security issue of first order. …

Decentralization and marketization of education in Singapore

Globalization and the evolution of a knowledge‐based economy have caused dramatic changes to the character and functions of education in most countries around the world. In order to enhance the overall competitiveness of individual nation‐states in the global market environment, comprehensive education reforms have been launched in different parts of the globe to strengthen manpower training. Realizing the fact that there is only one resource in Singapore – human capital – the Singapore government therefore has tried to maximize the potential of its citizens in the further advancement of its economic modernization. In order to make its citizens more creative and innovative, the Singapore government openly acknowledges the importance of allowing more autonomy for schools in charting their own courses of development. By introducing a policy of decentralization, the Singapore government hopes that schools could have more autonomy and flexibility to develop their strengths and thereby individual schools can evolve with their own unique features. One way to promote quality education is the introduction of the “school excellence model” (SEM) to engage schools in self‐improvement and self‐assessment exercises. This paper sets out in this policy context to examine and study the newly proposed SEM, with particular reference to examining and studying the philosophy and principles, major features and detailed procedures of this quality assurance model. More specifically, this paper will also analyze this model in light of the global trends of educational decentralization and marketization, reflecting upon the changing role of the Singapore government in educational governance.

Australia's Professional Excellence Policy: Empowering School Libraries

All sectors of Australian education are currently seeking to define and promote quality teaching and are developing policies on teacher quality and educational leadership. The national Framework for Professional Standards for Teaching sets out agreed foundational elements and dimensions of effective teaching and provides an architecture in which generic, specialist, and subject-area-specific professional standards can be developed. In 2005, the Australian School Library Association (ASLA) and the Australian Library and Information Association (ALIA) released the joint publication Standards of Professional Excellence for Teacher Librarians, a document that helps teacher librarians find their place in the professional teaching standards agenda. This article outlines the policy framework underpinning the ALIA-ASLA document and shows how the project seeks to empower school libraries by helping teacher librarians evaluate their professional practice.

Educational Reforms and Coping Strategies under the Tidal Wave of Marketisation: A comparative study of Hong Kong and the mainland

It has been a global trend, since the 1980s, that the process of marketisation has been influential in the decision making of social policies around the world, and that this tidal wave is now crossing over to the Asia-Pacific region as well. Education policy, as one of the important social policies for many developing countries, has been influential in the forefront of national development in terms of manpower training, as well as in other arenas of economic and social developments. In this way, these countries are trying to improve the quality of their educational services so that they can be more competitive in order to cater for the demands in the international markets. One of the outcomes of this global trend is the international quality assurance movement in streamlining the educational institutions as well as in using different coping strategies to promote quality education for all concerned. For the Chinese mainland, it seems that the central government is adopting a policy of decentralisation in getting local governments to use multiple channels of resources and other methods to provide for their own educational services. Hong Kong as a Special Administrative Region (SAR) of China, however, has adopted quite a different approach by employing the principle of managerialism in order to enhance its competitiveness in providing quality education to meet the increasing market demands. Hence, the present study is to compare and contrast the educational reforms and coping strategies that have been adopted by the socialist mainland, on the one hand, and the capitalist Hong Kong SAR, on the other hand, in order to face this new challenge of marketisation.

Expectant Times: rural education in Russia

Education in rural Russia has always played a significant role in ameliorating the life of rural communities and enhancing the agrarian sector of the economy. Rural schools constitute 68.8% of all Russia's primary and secondary schools. Unfortunately, it is the rural school that has been badly affected by the current socio-economic crisis. Among a myriad of factors, the efficacy of rural education is largely dependent on teacher preparation. The paper concentrates on the contemporary condition of rural schools, some issues of rural teacher preparation and requirements of the teacher whose mission is to promote quality education in Russia's rural educational institutions.

Expectant Times: Rural education in Russia

Education in rural Russia has always played a significant role in ameliorating the life of rural communities and enhancing the agrarian sector of the economy. Rural schools constitute 68.8% of all Russia's primary and secondary schools. Unfortunately, it is the rural school that has been badly affected by the current socio-economic crisis. Among a myriad of factors, the efficacy of rural education is largely dependent on teacher preparation. The paper concentrates on the contemporary condition of rural schools, some issues of rural teacher preparation and requirements of the teacher whose mission is to promote quality education in Russia's rural educational institutions.

INTRODUCTION: TECHNOLOGICAL CHALLENGES FOR GERONTOLOGISTS IN THE 21st CENTURY

Senior citizens, health care providers, educators, and researchers are witnessing a technological explosion that is changing the way in which services are provided and received. Although technology can be a powerful force to improve communication and quality of life, it often is adopted without clear guidelines. However, despite this, technology continues to transform how education, research, and policy are implemented. The challenge for the 21st century is to ensure that technology not only promotes quality education and lifestyle practices for older persons, but also that society as a whole is safeguarded through the use of ethical frameworks and standards for its use.

Baseline study on the state od school management in Ghana

Improving the quality of management in schools has been identified as an effective strategy for improving the quality of student performance in schools. This paper presents a report on a study which sought to examine management methodology for promoting quality teaching and learning even under adverse conditions and in the face of serious resource constraints in basic schools in Ghana. The study identified ten factors that make the difference between effectively managed and ineffectively managed schools: Instructional leadership skills of the school head. time management. school vision and mission. tradition of performance. commitment and attachment to work of the school. learning environment, community value and support from the district office. school community relations and school location. The study affirms that these ten factors are key determinants of effective school management.

High Risk Behavior Among Adolescent Mothers: The Problem in Context

Poverty, illiteracy and school dropout are among the factors that leave adolescents at risk of engaging in unprotected sex and substance use. Adolescent women are especially at risk for sexual exploitation and lack of power in decision making about substance use. Gender‐specific consequences of high risk behaviors are unintended pregnancies, lifelong maternal and child poverty, developmental disabilities and poor school performance. Prevention efforts include community and school‐based programs that provide high yield leisure time activities and services that promote school retention. Social policy changes are also needed to promote quality education and career preparation that interrupts multigenerational patterns of teen pregnancy, child maltreatment and other social ills.

High Risk Behaviour among Adolescent Mothers

ABSTRACT Poverty, illiteracy and school dropout are among the factors that leave adolescents at risk of engaging in unprotected sex and substance use. Adolescent women are especially at risk for sexual exploitation and lack of power in decision making about substance use. Gender-specific consequences of high risk behaviors are unintended pregnancies, lifelong maternal and child poverty, developmental disabilities and poor school performance. Prevention efforts include community and school-based programs that provide high yield leisure time activities and services that promote school retention. Social policy changes are also needed to promote quality education and career preparation that interrupts multigenerational patterns of teen pregnancy, child maltreatment and other social ills.

The equity factor: a vital part of the quality equation

Equitable practices of fair and just treatment are vital in promoting quality education and permeate Deming′s 14 points of quality management. When inequitable practices exist, they have a negative impact on worker motivation, quality of work performance and job satisfaction. Inequitable practices can be both overt and covert with lose‐lose confrontations resulting for both worker and administrator. Hidden inequities violate the sense of fair and just treatment which is deeply embedded in our culture. Administrator actions which run counter to the concept of fairness and justice cause worker discontent and detract from quality workmanship. Fusing together the tenets of equity theory and Deming′s 14 points, administrators can provide equal ratios of inputs to outcomes in the workplace, increase worker morale, and provide fair and equitable treatment.

The planning of technology education for South African schools

One of the recommendations made in the discussion document,A Curriculum Model for Education in South Africa (CUMSA), which was released by the Department of National Education in 1991, is that technology education should be offered for the first nine years of pre-tertiary education as a compulsory subject and for the last three years as an optional subject. This paper aims to locate technology education in the context of the sociopolitical and economic background to education in South Africa and to assess to what extent it meets the emerging aims and needs of education. Further aims are to propose a rationale for the teaching of technology at school level in South Africa, to suggest possible broad aims for the teaching of technology, to outline the nature and character of technology education relevant to the South African situation and to propose a possible methodology for technology education in South Africa. The conclusion is reached that technology education can make an important contribution to South African education if the so-called ‘technological process’ is the major emphasis as this can be transformative and promote quality education.

Promoting Quality Education for Children in Poverty

Promoting Quality Education for Children in Poverty

A Civil Liberties Imperative: Promoting Quality Education for All African-American Children

A Civil Liberties Imperative: Promoting Quality Education for All African-American Children

Allied Health Education and Accreditation

SHARED RESPONSIBILITY AND MUTUAL SUPPORT: THE AMA AND ALLIED HEALTH EDUCATION AND ACCREDITATION For more than 50 years, the American Medical Association (AMA) and its members have recognized the value of actively participating in and promoting quality education for allied health personnel to maintain an adequate supply of qualified professionals whose functions include complementing, facilitating, or assisting in the work of physicians and other health care specialists. Physician Contributions to the Accreditation Review Process Physicians promote quality education for allied health professionals by participating in the accreditation review process coordinated by the AMA Committee on Allied Health Education and Accreditation (CAHEA). By serving as teachers and medical directors/advisers in allied health educational programs, as members of review committees, and as site visitors, they make significant contributions to professional standards, to educational programs, to identifying and addressing critical issues, and to the decision-making and consensus-forming process. Through the CAHEA structure, the

Allied health education and accreditation

<h3>STRUCTURE AND FUNCTION OF THE COMMITTEE ON ALLIED HEALTH EDUCATION AND ACCREDITATION</h3> For more than 50 years, the American Medical Association (AMA) and its members have recognized the value of actively participating in and promoting quality education for allied health personnel. This participation is increasingly important as it becomes more difficult to maintain an adequate supply of qualified professionals who complement, facilitate, or assist physicians as they provide health care services to the public. The history of specific AMA activities related to allied health education and accreditation is recorded in pastMedical Educationissues of<i>The Journal of the American Medical Association</i>. The current era began in 1976 with the establishment of the AMA Committee on Allied Health Education and Accreditation (CAHEA), a 14-member accrediting body staffed by the Division of Allied Health Education and Accreditation (DAHEA) and its three departments. The membership of CAHEA reflects the communities that hold

Allied health education and accreditation

<h3>SHARED RESPONSIBILITY AND MUTUAL SUPPORT: THE AMA AND ALLIED HEALTH EDUCATION AND ACCREDITATION</h3> For more than 50 years the American Medical Association (AMA) and its members have recognized the value of actively participating in and promoting quality education for allied health personnel in order to maintain an adequate supply of qualified professionals whose functions include complementing, facilitating, or assisting in the work of physicians and other specialists in the health care system. <h3>Physician Contributions to the Accreditation Review Process</h3> Physician contributions to the accreditation review process, the principal activity through which the AMA promotes quality in education for allied health professionals, have been especially significant in various types of activities now coordinated by the AMA Committee on Allied Health Education and Accreditation (CAHEA). As teachers and medical directors in allied health educational programs, as members of review committees, and as site visitors, physicians make significant contributions to professional standards, to

Allied health education and accreditation

<h3>SHARED RESPONSIBILITY AND MUTUAL SUPPORT: THE AMA AND ALLIED HEALTH EDUCATION AND ACCREDITATION</h3> For more than 50 years the American Medical Association (AMA) and its members have recognized the value of actively participating in and promoting quality education for allied health personnel, who, as defined in US Public Law 99-129, "share in the responsibility for the delivery of health care services or related services, including services relating to the identification, evaluation, and prevention of diseases and disorders; dietary and nutrition services; health promotion services; rehabilitation services; or health systems management services." <h3>Physician Contributions to the Accreditation Review Process</h3> Physician contributions to the accreditation review process, the principal activity through which the AMA promotes quality education in allied health, have been especially significant in various types of activities now coordinated by the AMA Committee on Allied Health Education and Accreditation (CAHEA). As teachers and medical directors in allied health educational programs,