Evaluating Construction Education Interventions

2021 ◽  
pp. 497-508
Author(s):  
Theophilus Olowa ◽  
Emlyn Witt ◽  
Irene Lill
Keyword(s):  
Construction Education ◽  
Education Interventions

A review of career interventions from an educational perspective: Have investigations shed any light?

2000 ◽  
Vol 59 (4) ◽  
pp. 227-239 ◽  
Author(s):  
Lee-Ann Prideaux ◽  
Peter A. Creed ◽  
Juanita Muller ◽  
Wendy Patton
Keyword(s):  
Career Development ◽  
Intervention Studies ◽  
Future Research ◽  
Development Programs ◽  
Career Intervention ◽  
Career Interventions ◽  
International Trends ◽  
Specific Career ◽  
Education Interventions ◽  
Development Literature

Despite widespread acknowledgement of the importance of career development programs to assist students in their complex transition from school to work, very few specific career education interventions have been objectively evaluated. The aim of this paper is to highlight what the authors consider to be a conspicuous shortfall in the career development literature to date, that is, reports of methodologically sound career intervention studies carried out in actual high school settings. International trends in the world of work are briefly discussed in association with the repercussions these changes are producing for today's youth. The major portion of this article is devoted to a comprehensive review of career intervention studies with particular attention paid to the methodological and theoretical issues that resonate from this review process. Recommendations for future research are proposed.

scholarly journals Effectiveness of Nutritional Education for Obese Older Adults With Frailty: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 401-401
Author(s):  
Yue-Heng Yin ◽  
Liu Yat Justina
Keyword(s):  
Systematic Review ◽  
Physical Function ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Well Being ◽  
Risk Of Bias ◽  
Cochrane Library ◽  
Nutritional Education ◽  
Hand Search ◽  
Education Interventions

Abstract Obesity has been shown to intensify the decline of physical function and lead to frailty. Nutrition is an important method in managing obesity and frailty, while seldom reviews have ever explored the effects of nutritional education interventions. We conducted a systematic review (PROSPERO: CRD42019142403) to explore the effectiveness of nutritional education interventions in managing body composition and physio-psychosocial parameters related to frailty. Randomized controlled trials and quasi-experimental studies were searched in CINAHL, Cochrane Library, EMBASE, MEDLINE, PsycINFO, PubMed and Scopus from 2001 to 2019. Hand search for the reference lists of included papers was conducted as well. We assessed the quality of included studies by Cochrane risk of bias tool. Meta-analyses and narrative synthesis were used to analyse the data. Two studies with low risk of bias were screened from 180 articles, which involved 177 older people with an average age of 69.69±4.08 years old. The results showed that nutritional education was significantly effective in reducing body weight and fat mass than exercises, and it was beneficial to enhancing physical function and psychosocial well-being. But the effects of nutritional education in increasing muscle strength were not better than exercises. The combined effects of nutritional education and exercises were superior than either exercises or nutritional education interventions solely in preventing the loss of lean mass and bone marrow density, and in improving physical function. Due to limited numbers of relevant studies, the strong evidence of effectiveness of nutritional education interventions on reversing frailty is still lacking.

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Marcin Gierczyk ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Gifted Education ◽  
School Experiences ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Online Databases ◽  
Teachers Experiences ◽  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

scholarly journals Curricula Innovation to Positively Influence Preference for Working With Older Adults: A Review of the Literature

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 546-546
Author(s):  
Christine Brewer
Keyword(s):  
Older Adults ◽  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Community Dwelling ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Search Terms ◽  
Education Interventions ◽  
Community Dwelling Older Adults

Abstract Few nursing students show preference in working with older adults. The purpose of this study was to review the U.S. nursing education evidence-based literature to determine curricula innovation to positively influence preference for working with older adults. CINAHL, Medline, Ovid Emcare, PsychInfo, and PubMed databases were searched for relevant U.S studies published between 2009 and 2020 using the search terms “nursing students”, “geriatrics OR gerontology OR older adults OR elderly OR aging”, “career OR work”, and “choice OR preference OR attitude”. Nine studies were eligible for inclusion. Nursing education may play a role in influencing how students perceive and prefer to work with older adults. Promising interventions include stand-alone gerontology courses, intergenerational service-learning experiences, and clinical experiences with community dwelling older adults. More evidence-based research with larger sample sizes are needed to determine effective nursing education interventions to improve nursing students’ attitude and preference for working with older adults.

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