Training School Research Articles

Women Education in Colonial Punjab: Significance of Women Teachers and Training Institutions

This paper documents and analyzes the dynamics of women’s education chronologically, with a focus on women teachers and training institution in Punjab, before its annexation in 1849 by the British and during its colonial phase. Prior to 1849 Punjab had a vibrant and thriving indigenous educational system. There are evidences that women received education through the existing mechanisms, a fact appreciated by William Adam in his famous reports. The change in the medium of instruction from ‘Persian’- the official language of the state, to ‘Urdu’ after annexation, proved detrimental not only to the women’s education but overall education too. The unavailability of women teachers added to the despair as the simple idea of a ‘woman teacher’ was widely challenged by several old schools. The male opposition fearing competition from lesser paid women colleagues, and existing stereotypes regarding the responsibilities of women, restrained the efforts for women teacher training. Allender admits that not only in India but also in Britain, women teaching professionals had to struggle for acceptance. The training schools advanced the cause of women education through native women; it was agreed that only native women could help extend women’s education; hence they must be trained for this cause. As a result of this historic phenomenon, we now have the National Council for Teacher Education training men and women teachers. As we embark on this research, data collected from various Regional and National Archives and libraries related to women’s education in colonial Punjab has been reoriented to develop arguments according to the theme of this paper. This research shall enrich our understanding about decisive constituents of women’s education in Punjab from a historical perspective; and reflect on the contemporary need to create a women inclusive system and functionaries working at the grassroots to reduce inequality of opportunities and recognition.

Online digital health and informatics education for undergraduate nursing students in China: impacts and recommendations

BackgroundDigital health plays a vital role in healthcare services. Governments in many countries, including China, are increasingly advocating for the appropriate use of digital technologies to address significant health system challenges. It is crucial to incorporate digital health education into the curriculum for future nurses to adapt to the changes in the digital medical system. This study aimed to evaluate the impact of an online Digital Health and Informatics Course in China on the knowledge and comprehension of key digital health and informatics topics, self-assessment of nursing informatics competencies, and satisfaction among undergraduate nursing students. The findings of this study provide recommendations for the design and implementation of future digital health education.MethodsThis study employed a one-group, quasi-experimental mixed-methods design with pre- and post-assessments. The participants received digital health and informatics education through six three-hour online sessions in six interactive days, with online self-learning materials in between. An online quiz and focus group discussions pre- and post the course were designed to evaluate the knowledge and comprehension of key digital health and informatics topics. Also, a validated Chinese version of the Self-assessment of Nursing Informatics Competencies Scale was conducted pre- and post-course to assess self-assessment of nursing informatics competencies. Additionally, all students were invited to participate in an online survey with a performance-focused course evaluation form as well as focus group discussions to gather their feedback on the learning experience and their evaluations of the course.ResultsA total of 24 undergraduate nursing students were enrolled in the course. All students completed all sessions of this course, resulting in an attendance rate of 100%. Additionally, all students completed both pre- and post-assessments. In terms of the knowledge and comprehension of key digital health and informatics topics, scores of the quiz on knowledge assessment improved from the pre-test [mean pretest score: 78.33 (SD 6.005)] to the post-test [mean post-test score: 83.17 (SD 4.86)] upon completion of the course (P < 0.001). Also, students acknowledged that the course enhanced their knowledge and comprehension of informatics and digital health, the benefits of (nursing) informatics in clinical practice, and the role of health care professionals in informatics and digital health. In terms of self-assessment of nursing informatics competencies, scores on nursing informatics attitudes demonstrated significant improvement (P < 0.001). Furthermore, students reported high satisfaction with various aspects of this course, including the opportunity to explore broad horizons in informatics for future careers, engaging in group discussions, and analyzing case studies on the use of informatics and digital health in clinical practice.ConclusionsThis Online Digital Health and Informatics education effectively improved undergraduate nursing students’ knowledge and comprehension of the key digital health and informatics topics, nursing informatics attitudes in the self-assessment of nursing informatics competency with high levels of satisfaction. In order to ensure that future education in digital health and informatics for nursing students is in line with the technological advancements in clinical settings, it is necessary to foster collaboration between medical school training and clinical practice. This collaboration should involve the use of clinical examples to illustrate advanced digital health applications and the inclusion of practical exercises on the use of digital health technology in clinical settings.

Which model of teacher organization has the best student performance in the fifth year of elementary school?

Debates about the problems of Brazilian basic education have intensified in recent years, seeking ways to improve the quality of education. From the international perspective of evaluations, discussions on how to improve education constantly permeate teacher training. Thus, a point to highlight is the teaching organization to work in the initial grades. Specifically in classes of the 5th year of elementary school, it is known that in the State of Rondônia there are different models of organization, such as a varied number of teachers per class (one, two, three), different training and teachers from different training schools (generalist and specialist). Thus, this study aimed to evaluate which model of teacher organization has the best student performance in the fifth year of elementary school. To answer this question, data from the school census and results of the Prova Brasil/SAEB of the fifth year of elementary school, both from 2017, are used. To assess whether the scores differed between the categories, an Analysis of Variance-ANOVA and Student's t-test were used. As a result, seven models of organization in the classroom were found, all with an average considered below adequate, with no difference between the number of teachers per class and training. There was a difference in relation to the training aspects. In general, it considers a negative result, because together with the lack of definition of the appropriate teacher profile for the respective grade, it is accompanied by poor student performance, raising an alert, and indicating the need for greater investments and planning in the processes of training, hiring and valuing teachers.

“When Is a School Not a School?” Dr. Carrie Weaver Smith, Child Prisons, and the Limits of Reform in Progressive Era Texas

This archival study explores the life and work of Dr. Carrie Weaver Smith (1885–1942), a Progressive Era social worker and prison warden. Specifically, I explore the first phase of her career as a House Physician at the Virginia K. Johnson Home in Dallas, Texas (1911–1915) and as the first Superintendent of the Texas State Training School for Girls in Gainesville, Texas (1916–1925). Using archival research, I detail three conflicts that defined Dr. Smith’s superintendency: her fight to reclassify a youth prison as a school, her challenges to a Ku Klux Klan-dominated legislature, and her refusal to cede authority to a State Board of Control. Together, these conflicts led the Board to terminate Dr. Smith’s position, an outcome that would replay twice more before she retired from prisonwork. I argue that when most reformers made significant concessions, compromising their visions to maintain state funding and political allyship, Dr. Smith stood out for her record of refusal. And yet, like other reformers, she left Texas with the capacity to imprison more women and girls than ever before.

Short Survey on Cardiopulmonary Resuscitation and Automated External Defibrillator Training in Rural British Columbia Schools: Preliminary Findings and Hypothesis-Generating Insights

BackgroundBritish Columbia (BC) faces more than 7000 out-of-hospital cardiac arrests annually, which disproportionately affect rural areas, owing to their slower emergency medical service response and limited specialized care. Despite the known benefits of automated external defibrillator (AED) access and cardiopulmonary resuscitation (CPR) training, their status in rural BC schools is poorly documented. MethodsWe used an online survey of principals and vice-principals of rural schools in BC. The survey assessed AED accessibility, prevalence of CPR and AED training, and obstacles to implementing such training. Questions covered school demographics, AED installation, and CPR and/or AED training for staff and students. ResultsWe recruited 23 elementary schools (kindergarten-grade 7; 46%), 6 middle schools (grades 6-8; 12%), and 21 high schools (grades 8- 12; 42%). A total of 72% (36 of 50) had at least one AED installed; 46% required staff CPR training; and 24% provided student CPR training. Significant gaps in training were noted for elementary and middle school students, compared to the training for high schools (P < 0.05). ConclusionsDisparities in AED and CPR training across rural schools in BC exist, highlighting a need for policy improvements and innovative solutions to enhance first-aid education. Barriers to implementing CPR and AED training included lack of funding, curricular priority, time constraints, and limited resources. Despite a 10.3% response rate, this study reveals significant disparities in AED and CPR training across school levels in rural BC, underscoring the need for targeted policies and educational strategies to enhance emergency preparedness and improve cardiac arrest outcomes in underserved areas.

Developing and delivering a migraine disparities and diagnosis undergraduate medical educational program to underrepresented in medicine medical student members of the Student National Medical Association: A pilot project.

Migraine is underdiagnosed. On average, medical students have approximately 3 h of exposure to headache education throughout medical school training. Moreover, some medical students have racially-based biases in pain. There is a paucity of underrepresented in medicine (UIM) headache practitioners. UIM practitioners are more likely to practice in underserved communities and provider-patient ethnic concordance may help eliminate healthcare disparities. The Student National Medical Association (SNMA) is an organization committed to supporting current and future UIM medical students and addressing the needs of underserved communities. The goal of this project was to develop and deliver a brief Migraine Diagnosis and Disparities Undergraduate Medical Education Program (MD2UMEP) to increase awareness of migraine diagnosis and disparities in UIM medical students in the SNMA. For connecting/relationship-building with SNMA, the SNMA Region V website was reviewed. Calls were made to Wayne State University School of Medicine (WSUSOM) Office of Diversity, Equity, and Inclusion (ODEI) explaining the educational initiative with subsequent emails to the Director of WSUSOM's ODEI followed by a video-conference meeting (VCM). VCMs were conducted with two SNMA member leaders from WSUSOM. A local and regional presentation/delivery of the MD2UMEP was planned. Communication was maintained electronically. For development/delivery of the MD2UMEP, headache literature was reviewed for key concepts underpinning migraine diagnosis and migraine disparities with a focus on African Americans. Slides with talking points were developed with references. Pre- and posttest questions were drafted and made accessible via a QR code. The MD2UMEP was presented and students completed the questionnaires. Descriptive statistics were used to quantify responses. The MD2UMEP work began July 31, 2021, with program delivered in final form on October 1, 2022. A professional relationship was established with SNMA leadership. A MD2UMEP was developed then administered at the 2022 SNMA Region V Medical Education Conference. Headache medicine was introduced to UIM SNMA medical students. Anonymously, nine individuals responded to the MD2UMEP pretest questions. Eight individuals answered the posttest questions. At the program's conclusion, UIM student performance improved on seven of 10 test questions on migraine diagnosis and disparities and remained at 100% on one of 10 test questions. On two of the questions, the number correct remained the same (although percentage overall increased due to the smaller denominator). There was a higher proportion of correct responses on the posttest. There is great need for migraine diagnosis and disparities education among medical students. A new migraine diagnosis and disparities program was developed for medical students. SNMA members were receptive to the MD2UMEP and it strengthened their knowledge of migraine diagnosis and disparities. This program exposed UIM medical students to headache medicine.

Technology-based parent school: A randomized controlled trial.

This study was conducted as a randomized controlled trial to evaluate the technology-based parent school program. The study was conducted in the well-child care outpatient clinic of a hospital in Turkey. Data were collected between October 31, 2022 and February 17, 2023. The parent school was prepared based on Meleis' transition theory. Forty-eight parents participated in the study. Parents in the intervention group participated in a 10-week parent school program (five website modules, five online interactive group trainings, and counseling). Data were collected before the program, after the program, and 1month after the program. There were increases in the mean scores of the "Parent Skill Assessment Form" and "Skills Assessment Form for the Toddler Development" items in the intervention group compared to the control group. The difference between the groups in the mean scores of the Self-Efficacy for Parenting Task Index Toddler Scale (1-3years) was not statistically significant. However, the difference between the times was statistically significant. It was concluded that the technology-based parent school training program could guide parents with children aged 1-3years on child-rearing. It was registered at ClinicalTrials.gov in May 2022 (NCT05370989).

A network model of stress contagion: evidence from the vocational classroom

PurposeOur study focuses on stress contagion in vocational school classes, examining how students’ stress experiences affect their spatial classmates. For this purpose, we apply a novel formal network model that allows us to differentiate between endogenous and exogenous peer effects in the stress contagion process. Using the network model, we investigate effects on students’ stress levels, considering the stress and coping experiences of spatial peers as well as didactic-methodological context factors.MethodsWe test our statistical model using secondary data collected in a study involving 53 students from two classes at a public German vocational training school. The students’ experiences of stress (time pressure, pressure to succeed) and coping strategies (understanding of the subject matter, self-confidence) were captured using the experience sampling method, while classroom characteristics (e.g., teacher instruction, cooperative work) were recorded through video-based analysis of lessons. Utilizing the panel data, we employ maximum likelihood estimation to assess the spatial peer effects model for both classrooms.ResultsAmong other findings, all model specifications revealed significant peer effects for both stress measures, indicating that the higher the stress experience of immediate peers in the classroom, the higher the individual stress experienced by the students. Concerning the considered context factors, we found, for example, that increased cooperative work leads to higher levels of stress experience.ConclusionFrom a substantive perspective, our results underscore the role of peer-to-peer contagion in the vocational classroom and thus suggest a nuanced examination of cooperative practices. From a research methodology perspective, our approach illustrates how various methods (such as experience sampling, video-based classroom observation, and spatial network information) complement and enrich each other, highlighting the added value of our network analytical approach

Move & Thrive: Development of a Web-Based Training for Schools About Trauma-Informed Physical Activity.

Youth who have experienced trauma or other adverse childhood events have the potential to uniquely benefit from physical activity (PA). However, how PA is administered in schools can be re-traumatizing and fail to create positive experiences through movement. We sought to develop role-specific training to help increase the implementation of trauma-informed PA. Guided by intervention mapping methodology, we developed "Move & Thrive"-a brief web-based training about trauma-informed PA. We then conducted a pilot evaluation of this training using a pre-posttest design with no control group in a sample of youth sport coaches, parents of school-aged children, and teachers (n = 150) recruited from an online opt-in non-probability panel. Mixed methods feedback found that "Move & Thrive" was highly acceptable. Across all roles (coaches, teachers, and parents/guardians) there were statistically significant increases in all targeted implementation determinants (knowledge, attitudes, self-efficacy, and perceived resources/support), with moderate to large effect sizes. These results provide the foundation for a larger, adequately powered trial with randomization and follow-up to assess the implementation of trauma-informed PA.

School counselors' burnout, hope, and self‐efficacy: A sequential regression analysis

AbstractSchool counselors serve as frontline mental health professionals in schools. Although school counselors have a meaningful impact on students and the school climate, burnout negatively impacts school counselors’ self‐efficacy. Hope may serve as a protective resource for school counselors’ self‐efficacy. We conducted a sequential regression among 102 school counselors to determine if burnout and hope predicted their self‐efficacy. While burnout predicted school counselors’ self‐efficacy, hope contained the largest single explanative influence on self‐efficacy scores. In this study, we provide evidence to support hope as a statistically significant and substantial protective factor for enhancing school counselor self‐efficacy. We provide implications for school counseling practice, training, and research.

The Use of Sexual and Reproductive Health Knowledge and Services among Adolescents Students in Secondary Schools and Teacher Training College in Mtwara, Tanzania

The Use of Sexual and Reproductive Health Knowledge and Services among Adolescents Students in Secondary Schools and Teacher Training College in Mtwara, Tanzania

КЫРГЫЗСТАНДА ФИЗИКАЛЫК БИЛИМ БЕРҮҮНҮН САПАТЫН ЖОГОРУЛАТУУ МАСЕЛЕСИНЕ КАРАТА

The article presents a brief analysis of the current state of school physics education and training of a physics teacher at a university in Kyrgyzstan, as well as an overview of a number of studies on the theory and methodology of teaching physics, carried out by domestic and Russian scientists. The contradictions that cause the emergence of problems that impede the improvement of the quality of physics education in the country are highlighted and the need to determine, on the basis of these contradictions, problems that require urgent solutions and the relevance of scientific research devoted to them is justified; A specific example of the formulation of one of the above-mentioned problems is given.

An Overview of Teachers’ Development and Secondary School Effectiveness in Ekiti State, Nigeria

The study examined teachers&amp;rsquo; development and secondary school effectiveness in Ekiti State, Nigeria. The study sought to establish the relationship between teachers&amp;rsquo; development training and secondary school effectiveness in Ekiti State. Descriptive research design of survey type was adopted in the study. The population of the study comprised all the teaching staff (teachers and principals) numbered 5,908 in public secondary schools in Ekiti State. The total number of public secondary schools in Ekiti State was 202. The sample of the study was made up of 240 teachers and 24 principals selected from 24 public secondary schools in each of the three senatorial districts in Ekiti State. Multistage sampling procedures which involved simple random sampling and stratified random sampling techniques were used to select sample of the study. The instruments tagged Teachers&amp;rsquo; Development Training Questionnaire (TDTQ) and Secondary School Effectiveness Questionnaire (SSEQ) were used to collect data. The instruments were validated and found reliable with the reliability coefficient of 0.84 and 0.86 respectively. Descriptive statistics of frequency counts, percentages scores, mean and standard deviation were used to answer the research questions and Pearson&amp;rsquo;s Moment Correlation was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that there is a significant relationship between teachers&amp;rsquo; development and secondary school effectiveness in Ekiti State. Based on the findings and conclusions of the study, it was recommended that regular and relevant teachers&amp;rsquo; development programmes should be organized for secondary school teachers in order to ensure continuous quality education delivery and secondary school effectiveness.

Effect of Individual-Oriented Transformational Leadership on Teachers' Work Performance, Mediated by Intrinsic Motivation in Training Schools

Effect of Individual-Oriented Transformational Leadership on Teachers' Work Performance, Mediated by Intrinsic Motivation in Training Schools

School of Law and its Role in Training Lawyers in the South of Kurdistan (1908-1945)

As a scientific foundation, the school of law in Bagdad played a significant role in the Ottoman era. The role of this school became more considerable after establishing the new Iraqi government in 1921. This was basically because the Iraqi government was taking steps towards institutionalizing the governmental institutions. With the advancement of people's daily life, new social issues emerged and all of which needed the enactment of new laws. This school was a great opportunity to educate and train a group of selected jurists who played a significant role in political events and developments. They additionally served the political and cultural movements. Taking part in political activities through political associations and parties have had a considerable influence on the political state of the country, as well as the education of the people. Furthermore, publishing newspapers and magazines was another accessible channel of them to promote cultural and intellectual aspects of Kurdish people’s life in Kurdistan of Iraq. In this study, we have employed the historical research method for recording events, and also objective review and analysis. Based on the analysis of this method, the role and impact of the school in training and educating Kurdish lawyers in the South of Kurdistan in the domains of political, cultural and administrative between the years (1908-1945) has been presented.

European Health Information Training Programme: a sustainable strategy for strengthening capacity in health information.

Before the COVID-19 pandemic, a need for a uniform approach to health information (HI) knowledge in population health analysis across Europe was evident. The Population Health Information Research Infrastructure (PHIRI) emerged as a proactive initiative to strengthen European HI capacities. This article describes the achievements of PHIRI, highlighting its capacity-building activities and their contribution towards a sustainable strategy for the implementation of the European Health Data Space (EHDS). PHIRI collaboration established a work package for skill-building activities in population health in partnership with other organizations. Activities included webinars, workshops, sessions, training schools and courses for researchers and public administration workers from Europe and beyond. The primary goal of the activities was to examine the impact of COVID-19 on European health systems at both local and national levels, including healthcare facilities and policymaking entities. Twelve activities were organized between October 2020 and the summer of 2023. In March 2023, the Spring School on Health Information was organized to share the knowledge achieved from PHIRI and other European Union-related projects. This event also validated the European Health Information Training Programme. PHIRI's findings emphasized the importance of equipping the workforce with core HI skills to improve health systems' preparedness and resilience. Through this research, it is possible to propose a strategy for building capacity that emphasizes the importance of providing training in human-machine dynamics. This approach will contribute to the sustainable implementation of the EHDS.

Knowledge and awareness about temporomandibular disorder among dentists in India: Questionnaire study and review.

Temporomandibular disorders (TMD) comprise ailments involving the jaw joint (temporomandibular joint) and its associated anatomical structures. The complexity involved in TMD is primarily due to its broad spectrum of conditions, clinical signs and symptoms variability, and multifactorial etiology. Considering the above, the present study was performed to help understand the prevailing knowledge and awareness of TMD among Indian dentists in the context of the new specialty "orofacial pain". Questinnaire study and review. The questionnaire was distributed using a web-based portal nationwide among Indian dentists. Dentists were invited to participate, clearly stating that the intent and purpose of the questionnaire was to record the existing knowledge and awareness concerning temporomandibular disorders among Indian dentists. The questionnaire was segregated into three sections: pathogenesis, diagnosis, and management of TMDs. The questions were recorded using a Likert three-point scale (1=agree; 2=disagree; 3=not aware). 310 dentists participated in the survey, among which 105 were general dentists (BDS [Bachelor of Dental Surgery] graduates), and 205 were dentists with specialist training (MDS [Masters of Dental Surgery] graduates). The results obtained from the study participants was used to calculate the percentage and frequency, following which tabulations were made based on graduate type and clinical experience. The values obtained from all three sections were recorded, and the responses were analysed using Pearson's Chi-Square test with statistical significance kept at P < 0.05. Results of the study disclosed that only 58.1% of general dentists and 46.8% of specialists were confident in handling temporomandibular disorder patients. Splint therapy was the preferred treatment modality for general dentists, whereas dentists with specialist training preferred occlusal rehabilitation. The results of the current survey indicate that Indian dentists lack sufficient training in dental schools on all three sections and face difficulty diagnosing and treating TMDs.

OBITUARY: Arnold Clemens Ap: His West Papuan legacy lives on

Arnold Clemens Ap was born on 1 July 1946 on Numfor Island in Biak, at the time, part of the Dutch colony of Netherlands New Guinea. After schooling at church missions in Biak, he studied geography at the Teacher Training School of Cenderawasih University in Abepura, Jayapura, between 1967 and 1973. That year, he was appointed as the curator of the university’s museum, known as Loka Budaya, which became a centre for West Papuan cultural revival. His work to collect and perform songs in Papuan languages played a vital role in the development of a West Papuan national identity, transcending colonial boundaries and inter-tribal conflicts. He was murdered by Indonesian special forces in 1984. This year, 26 April 2024, marked the 40th anniversary of the death of this charismatic cultural leader. For West Papuans, in exile and at home, it has been an important time for commemoration.

Planning and Organization of High School Activities with Google Classroom Asysyakirin Tangerang Islamic High School Training Participants

Planning and Organization of High School Activities with Google Classroom Asysyakirin Tangerang Islamic High School Training Participants

Vocational teachers in school settings: career pathways and motivations

ABSTRACT Vocational programmes offered to school students form an essential segment of senior secondary education, providing opportunities for students to develop employability skills, complete their senior secondary certificate and gain credit towards a vocational qualification. While school systems are experiencing teacher shortages across the board, these are both acute and ongoing in vocational programmes in many countries and attracting and retaining vocational schoolteachers is a critical policy challenge. While career pathways, motivations and intentions, and job satisfaction for mainstream schoolteachers have been extensively studied there has been less research on vocational teachers, and very little on those teaching in a school setting. We sought to understand motivations for teaching, satisfaction and career pathways of teachers who teach Vocational Education and Training in schools (VET in schools) in Australia. This study employed structured interviews with nine VET teachers working within a secondary school setting. Self Determination Theory (Ryan & Deci, 2000b) was the analytical framework used to understand factors influencing their entry into teaching and engagement. We found commonalities with the research on attraction and retention into teaching more broadly, but identified additional specific factors shaping vocational teachers’ career journeys and motivation. We identify implications for policy and practice to support the attraction, retention and career satisfaction of VET in schools teachers.