scholarly journals LiftUpp: Support to Develop Learner Performance

2017 ◽  
pp. 553-556 ◽  
Author(s):  
Frans A. Oliehoek ◽  
Rahul Savani ◽  
Elliot Adderton ◽  
Xia Cui ◽  
David Jackson ◽  
...  
Keyword(s):  
Learner Performance

Fit for Purpose: Using a Distance Education Approach to Support Underperforming Schools in South Africa

2018 ◽  
Vol 41 (1) ◽  
Author(s):  
Veronica Irene McKay
Keyword(s):  
Distance Education ◽  
Curriculum Reform ◽  
Mixed Methods Research ◽  
Research Approach ◽  
Educational Design ◽  
Learner Performance ◽  
Poor Learner ◽  
Fit For Purpose ◽  
Additional Support ◽  
Content Support

This article explores the South African government’s national school workbook intervention aimed at addressing poor learner performance in the context of teacher under-preparedness and curriculum reform. It shows how the workbooks use a distance education approach to provide pedagogical and content support for teachers, albeit in the context of classroom teaching, to compensate for teachers’ pedagogical challenges. This article uses a mixed methods research approach to explore how teachers, learners and parents used the workbooks and shows that while the distance educational design scaffolded teaching, additional support is necessary to enable the intervention to be more impactful. 

Leadership, Stakeholders and Learner Performance in Four Western Cape Schools

2016 ◽  
Author(s):  
Ursula Hoadley ◽  
Brian Levy ◽  
Lawule Shumane ◽  
Shelly Wilburn
Keyword(s):  
Western Cape ◽  
Learner Performance

scholarly journals Student Performance During a Simulated Patient Encounter Has No Impact on Debriefer Adherence to PEARLS Debriefing Model

2021 ◽  
Author(s):  
Richard McNutt ◽  
Matthew Tews ◽  
A. J. Kleinheksel
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Asthma Exacerbation ◽  
Reflective Learning ◽  
High Fidelity ◽  
Learner Performance ◽  
Simulation Performance ◽  
Elapsed Time ◽  
Simulation Education ◽  
Perfect Adherence

Abstract Purpose Debriefing is necessary for effective simulation education. The PEARLS (Promoting Excellence and Reflective Learning in Simulations) is a scripted debriefing model that incorporates debriefing best practices. It was hypothesized that student simulation performance might impact facilitator adherence to the PEARLS debriefing model. There are no published findings on the effect of student performance on debriefer behavior. Methods Third-year medical students participated in a video-recorded, formative simulation to treat a high-fidelity mannequin for an asthma exacerbation. A faculty debriefer trained in the PEARLS model evaluated student performance with a standardized rubric and conducted a recorded debriefing. Debriefing recordings were analyzed for debriefer adherence to the PEARLS model. Debriefers were assigned a debriefing score (DS) from 0 to 13; 13 was perfect adherence to the model. Definitive intervention (DI) for asthma exacerbation was defined as bronchodilator therapy. Critical actions were as follows: a focused history, heart/lung exam, giving oxygen, and giving a bronchodilator. Results Mean DS for the debriefers of students who provided DI was 8.57; 9.14 for those students who did not (P = 0.25). Mean DS for debriefers of students who completed all critical actions was 8.68; 8.52 for those students who did not (P = 0.62). Analysis of elapsed time to DI showed no relationship between the time DI was provided and DS. Conclusions Student performance had no impact on debriefer performance, suggesting the PEARLS model is an effective aid for debriefers, regardless of learner performance. These findings suggest student performance may not bias facilitators’ ability to conduct quality debriefings.

The Influence of Personal Attributes on Demand for Bachelor of Education Degree Among Non-Graduate Teachers in Transnzoia County, Kenya

2021 ◽  
pp. 62-71
Author(s):  
Joseph Amulioto Opanda ◽  
Maureen Olel ◽  
Tony Okwach
Keyword(s):  
Primary Schools ◽  
Economic Factor ◽  
Rapid Expansion ◽  
School Level ◽  
Personal Attributes ◽  
Minimum Requirement ◽  
Learner Performance ◽  
Bachelor Of Education ◽  
In Trans ◽  
Education Degree

There has been a rapid expansion in the field of of higher education. This has been precipitated by factors of demand and supply leading to various innovations in programmes and modes of study. A new trend has emerged where a wide scope of working professionals, including teachers are undertaking continuing education. To teach at the primary level in Kenya, a Primary 1 (P1) certificate is minimum requirement. However, a significant number of teachers at this level either hold or are pursuing a Bachelor of Education (B.Ed.) degree. As of December 2016, of the 4,406 teachers in public primary schools in Trans-Nzoia, 896 possessed a B.Ed. degree. Despite the minimum qualifications for the primary school level teaching, there is concern over the increasing number of teachers pursuing B.Ed. degree without corresponding improvement in learner performance in KCPE where the mean mark has remained below 250 for over a decade. The purpose of this study was to determine the personal attributes that influence demand for a Bachelor of Education degree in Trans-Nzoia County, Kenya. The findings indicated that personal attributes, occupational, institutional and socio-economic factors all account for the surge in demand for B.Ed. degree although the economic factor is the most important one. The study also found that teachers’ qualifications have a significantly low effect on learners’ academic performance. The findings will help policymakers and educational planners plan for relevant, efficient, effective, equitable and quality education.

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