A follow-up study of the effect of pedagogical training on teaching in higher education

2007 ◽  
Vol 56 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Liisa Postareff ◽  
Sari Lindblom-Ylänne ◽  
Anne Nevgi
Keyword(s):  
Higher Education ◽  
Follow Up Study ◽  
Pedagogical Training ◽  
Teaching In Higher Education

scholarly journals Pedagogic Qualification of Higher Education Teaching Staff - The Third Wave

2013 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
José Couto Marques
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Teaching Staff ◽  
Third Wave ◽  
Bologna Declaration ◽  
The Third ◽  
The Past ◽  
Pedagogical Training ◽  
Teaching In Higher Education ◽  
The Eu

The process triggered by the Bologna Declaration has been producing significant results of various types in the EU Higher Education sector. After reviewing some of the consolidated outcomes of this process, reference is made to a novel trend that has emerged recently and which is geared towards the requirement that by 2020 all staff teaching in higher education institutions should have received certified pedagogical training. A description is provided of initiatives within the field of Engineering Education promoted by institutions that have been actively pursuing this precise objective for the past few decades.

A Fifteen-Year Psychogeriatric Patient Follow-Up Study

1984 ◽  
Vol 29 (5) ◽  
pp. 412-416 ◽  
Author(s):  
H. Grauer ◽  
D. Mueller ◽  
R. Zelnicker
Keyword(s):  
Higher Education ◽  
Life Expectancy ◽  
Concentration Camp ◽  
Living Alone ◽  
Time Of Death ◽  
Social Data ◽  
Follow Up Study ◽  
Positive Correlations

Two hundred and ninety-one patients, with an average age of 69 in 1965, referred to a psychogeriatric clinic were studied. All but 20 were traced. 167 died and 104 remained alive. 73 were institutionalized. Medical, psychiatric and social data was available for all. Using mortality tables, we calculated the time of death for each patient. The group that exceeded their life expectancy was compared to the group that died prematurely. Significant positive correlations with longevity were self-referral, higher education, skilled work, independent income and absence of dementia. Females and orphans also lived longer. Living alone, dependency on children and conflict with one's spouse predisposed to institutionalization. Curiously, the hardships of being in wartime Europe and/or in a concentration camp increased life expectancy and mitigated against institutionalization. An attempt is made to correlate our findings with other studies and to explain our results.

The effect of pedagogical training on teaching in higher education

2007 ◽  
Vol 23 (5) ◽  
pp. 557-571 ◽  
Author(s):  
Liisa Postareff ◽  
Sari Lindblom-Ylänne ◽  
Anne Nevgi
Keyword(s):  
Higher Education ◽  
Pedagogical Training ◽  
Teaching In Higher Education

scholarly journals Comparison of Interpreting Teachers’ Use and Perceptions of Distance Interpreter Training (DIT) Before and After the COVID-19 Pandemic: An Interview-Based Study

2021 ◽  
pp. 197-223
Author(s):  
Mianjun Xu ◽  
◽  
Tianyuan Zhao ◽  
Juntao Deng ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Full Time ◽  
Follow Up Study ◽  
The World ◽  
Before And After ◽  
Interpreter Training ◽  
Further Development ◽  
Different Parts

The study indicates that before the COVID-19 pandemic, despite its importance, distance interpreter training (DIT) was not positively perceived or widely used in higher education institutions that offer Bachelor of Translation and Interpreting (BTI) and/or Master of Translation and Interpreting (MTI) programs in China. However, the pandemic has changed almost everything in the world, with no exception of DIT, prompting the authors to have a follow-up study in August 2020 of the same 14 full-time interpreting teachers from different BTI and MTI institutions in different parts of China who had been interviewed right before the pandemic. This interview-based comparative study shows that all the interviewees used DIT during the pandemic shutdown and their perceptions of DIT have altered greatly, becoming more objective than subjective and more positive than negative. The pandemic has, to some extent, boosted the further development and acceptance of both the online and blended approaches to interpreter training.

From High School to Higher Education: Curricular Policy and Postsecondary Enrollment in Israel

2008 ◽  
Vol 30 (1) ◽  
pp. 31-50 ◽  
Author(s):  
Audrey Addi-Raccah ◽  
Hanna Ayalon
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Postsecondary Education ◽  
Multilevel Models ◽  
Sociodemographic Characteristics ◽  
Additional Advantage ◽  
Postsecondary Enrollment ◽  
Follow Up Study ◽  
Social Composition

Using multilevel models, the authors tested the hypothesis that high schools, through their curricular policies, operate as mechanisms that help members of privileged groups to take better advantage of postsecondary opportunities. The analysis was based on a 7-year follow-up study of 44,666 Israeli students who graduated from 385 high schools in 1991. The main findings were that (a) the curricular experience of students partly mediated between their sociodemographic characteristics and postsecondary enrollment, (b) the curricular arrangements of schools fully mediated the effects of their social composition on their graduates’ postsecondary education, and (c) graduates of socially privileged schools made a better use of their matriculation certificates. This afforded privileged students an additional advantage.

The Longer Term Contributions of Formal and Informal Support

2019 ◽  
pp. 221-240
Author(s):  
Rawan W. Ibrahim
Keyword(s):  
Higher Education ◽  
Young People ◽  
Home Ownership ◽  
Developing Economies ◽  
Informal Support ◽  
Follow Up Study ◽  
Economic Climate ◽  
Growing Body ◽  
Care Leavers

Drawing on the findings of a qualitative follow-up study of 29 Jordanian care leavers, this chapter demonstrates how a combination of formal and informal support has contributed positively to care leavers’ longer term outcomes. The support that the care leavers were offered by the growing formal entities, as well as their affiliation with adults and families outside care, enabled them to deal successfully with issues such engaging in higher education, achieving security in accommodations, and home ownership. The chapter demonstrates that the young adults were able to use the opportunities given to them to achieve progress despite an economic climate that challenges all young people and an often-unforgiving social context that strongly stigmatizes care leavers. Focusing on factors that promote positive outcomes for care leavers, this chapter offers considerations for practice and for policy and contributes to the growing body of international research on this topic generally, and specifically from developing economies.

scholarly journals How Do We Prepare to Teach? Exploring Science Lecturers’ Authentic Approaches to Teaching in Higher Education

2020 ◽  
Author(s):  
Deesha Chadha
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Pedagogical Training ◽  
Practice Models ◽  
Good Grasp ◽  
The Uk ◽  
Survey Responses ◽  
Teaching In Higher Education ◽  
Preparation Techniques ◽  
Initial Results

Abstract In this paper, science lecturers’ perspectives on how they authentically prepare to teach are explored, to establish how academic development practices can better support them. Science lecturers in higher education do not always feel comfortable engaging with pedagogical training initiatives, often finding the ideas presented confusing, non-transferable and of little benefit to them. Models of pedagogical training suit institutional requirements and the generic principles of teaching in higher education. However, it is more useful to establish science lecturers’ authentic preparation techniques and build academic practice models around these. At a research-intensive higher education institution (HEI) in the UK, a total of 64 science lecturers completed a 28-item survey about the authentic values, beliefs, and the practices that inform and support their preparation as teachers. The collated survey responses were analysed through a statistical package for social sciences (SPSS), and a linear regression model was produced for self-reported confidence (used as a proxy for preparedness). Initial results pointed to the importance of enjoyment, being innovative and experimental, and demonstrating a good grasp of content for developing confidence. Receiving advice from education-based experts was a negative contributor to the confidence model as was pedagogical training unless it was part of a wider offering. However informal, supportive, peer-to-peer dialogue is deemed beneficial, highlighting the significant role communities of practice play in authentic preparation.

Electron Microscopy of Human Gallstones

1971 ◽  
Vol 29 ◽  
pp. 296-297
Author(s):  
C. Wolpers ◽  
R. Blaschke
Keyword(s):  
Electron Microscopy ◽  
Room Temperature ◽  
Bile Pigment ◽  
X Ray Diffraction ◽  
Triclinic Crystal System ◽  
X Ray ◽  
Follow Up Study ◽  
Infra Red ◽  
Main Components

Scanning microscopy was used to study the surface of human gallstones and the surface of fractures. The specimens were obtained by operation, washed with water, dried at room temperature and shadowcasted with carbon and aluminum. Most of the specimens belong to patients from a series of X-ray follow-up study, examined during the last twenty years. So it was possible to evaluate approximately the age of these gallstones and to get information on the intensity of growing and solving.Cholesterol, a group of bile pigment substances and different salts of calcium, are the main components of human gallstones. By X-ray diffraction technique, infra-red spectroscopy and by chemical analysis it was demonstrated that all three components can be found in any gallstone. In the presence of water cholesterol crystallizes in pane-like plates of the triclinic crystal system.

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