Qualitative meta-analysis on the training needs reported by in-service CLIL teachers

2019 ◽  
Vol 32 (1) ◽  
pp. 277-303
Author(s):  
Laura Pons Seguí
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Meta Analysis ◽  
Training Needs ◽  
Experienced Teachers ◽  
Material Development ◽  
Training Programmes ◽  
Teachers Training ◽  
Previous Training ◽  
And Training

Abstract This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The results reveal that CLIL teachers have considerable training needs for foreign language and methodological competences regardless of their previous training and experience. However, previous training and experience as CLIL teachers may explain some of the areas of need: inexperienced CLIL teachers request more training on CLIL management and CLIL fundamentals than experienced teachers do. Apparently, a lack of specific CLIL training explains why inexperienced and experienced teachers report training needs in material development and the theoretical underpinnings of CLIL. Overall, this meta-analysis highlights an urgency to develop CLIL training programmes that allow teachers to be better qualified in CLIL so that their teaching can have a positive impact on students’ learning.

The effectiveness of game-based learning on English as a foreign language proficiency: A meta-analysis

2021 ◽  
Vol 71 (3) ◽  
pp. 78-89
Author(s):  
K.T. Kudarova ◽  
◽  
G.S. Bimasheva ◽  
Sh.G. Iskakova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Positive Impact ◽  
Meta Analysis ◽  
Foreign Language Learning ◽  
Combined Effect ◽  
Game Based Learning ◽  
Mathematical Methods ◽  
Foreign Language Proficiency ◽  
The Impact

This study was aimed to synthesize data on the impact of game-based learning on English as a foreign language learning outcome. To achieve the goal, a search for relevant studies was performed via Google Scholar electronic database, followed by the results extraction and their meta-analysis using Meta-Essentials statistical software. Since most of the relevant publications utilized the Test of English for International Communication (TOEIC) to assess the intervention effectiveness, only those studies that used TOEIC or a TOEIC-derived test were included in the present meta-analysis to unify the performance scale. The final analysis included four experimental interventions involving 148 individuals. According to the results, the combined effect (Hedges g = 0.56) of game-based learning on post-test TOEIC scores exceeds controls, but the difference is not statistically significant. Thus, concerning the study sample, it has to be said that there appears to be no positive impact of gamification on English language acquisition. The findings should be interpreted with caution due to the risk of heterogeneity between the included studies (I2 = 33.81%) and their low number. Nevertheless, to the best of the authors’ knowledge, the current meta-analysis is one of the few studies to date that employ mathematical methods to obtain a combined effect of gamified learning on English as a foreign language proficiency.

scholarly journals Short training courses in science communication. Why? To whom? What?

2015 ◽  
Vol 14 (04) ◽  
pp. E
Author(s):  
Paola Rodari ◽  
Emma Weitkamp
Keyword(s):  
Science Communication ◽  
Training Needs ◽  
The Past ◽  
The World ◽  
Training Courses ◽  
Training Schemes ◽  
Training Programmes ◽  
Short Courses ◽  
And Training ◽  
Different Levels

The design, delivery and evaluation of JCOM Masterclasses has given us the opportunity to reflect on the audiences, training needs and training schemes available to people working at different levels and in different contexts to communicate STEM subjects to a diverse variety of people. Although not always widely available, short courses in the communication of science have been offered in a number of countries around the world over the past few years. We felt it is now time to open a discussion on the rationale, the methods and the objectives of such training programmes.

The role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures

2020 ◽  
Vol 44 (6/7) ◽  
pp. 595-614
Author(s):  
Anderson Galvão ◽  
Carla Marques ◽  
João J. Ferreira
Keyword(s):  
Human Resource Development ◽  
Structural Equation ◽  
Positive Impact ◽  
New Ventures ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Entrepreneurial Skills ◽  
Training Programmes ◽  
And Training

Purpose This study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures. Design/methodology/approach The study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model. Findings The results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses. Originality/value This study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

scholarly journals COGNITIVE AND AFFECTIVE DIMENSIONS OF FOREIGN LANGUAGE LEARNING ENVIRONMENTS: A POLISH-TURKISH COMPARATIVE STUDY

Neofilolog ◽  
2019 ◽  
pp. 139-157
Author(s):  
Danuta Gabryś-Barker
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Physical Space ◽  
Foreign Language Learning ◽  
Well Being ◽  
Narrative Texts ◽  
Training Programmes ◽  
Teaching Learning ◽  
Teachers Training

The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter’s achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Sağlam, Sali, 2013). This should shed some light on whether the trainees’ perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers’ training programmes.

scholarly journals Systematic Review And Meta-Analysis of Clinical Effectiveness of Self-Management Interventions In Parkinson’s

2021 ◽  
Author(s):  
Jennifer Pigott ◽  
Edward J Kane ◽  
Gareth Ambler ◽  
Kate Walters ◽  
Anette Schrag
Keyword(s):  
Management Education ◽  
Meta Analysis ◽  
Clinical Effectiveness ◽  
Education And Training ◽  
Self Management ◽  
Management Interventions ◽  
Cognitive Behaviour ◽  
Training Programmes ◽  
And Function ◽  
And Training

Abstract IntroductionParkinson’s is a complex neurodegenerative condition with significant impact on quality of life (QoL), wellbeing and function. This review evaluates the clinical effectiveness of self-management interventions for people with Parkinson’s, taking a broad view of self-management and considering effects on QoL, wellbeing and function.MethodsSystematic database searches were conducted for studies evaluating self-management interventions for people with Parkinson’s. Articles were independently reviewed by two reviewers, data extracted and synthesised through a narrative approach and meta-analysis for sufficiently similar studies. Interventions were broken down into self-management components using the PRISMS Taxonomy.Results36 studies were included, encompassing a range of study designs and evaluating a diverse array of interventions. Risk of bias was moderate to high for the majority of studies, mostly due to lack of participant blinding, which is not often practical for interventions of this nature. Four studies report significant improvements in QoL, wellbeing or functional outcomes for the intervention compared to controls. These interventions were group-based self-management education and training programmes, either alone, combined with multi-disciplinary rehabilitation, or combined with Cognitive Behaviour Therapy; and a self-guided community-based exercise programme. A meta-analysis could be conducted on four RCTs of self-management education and training programmes evaluating QoL, demonstrating no significant difference between the self-management and the control groups (p=0.38). Components more common in the RCTs with effective interventions and in those showing pre-post intervention improvement were: information about resources; training or rehearsing psychological strategies; social support; and lifestyle advice and support.ConclusionApproaches and outcomes to self-management interventions in Parkinson’s are heterogenous. There are insufficient high quality RCTs in this field to show effectiveness of self-management interventions in Parkinson’s. Whilst it is not possible to draw conclusions on specific intervention components that convey effectiveness, there are promising findings from some studies, which could be targeted in future evaluations.

scholarly journals Findings of a nationwide survey of the diabetes education and training needs of midwives in the UK

2018 ◽  
Vol 18 (4) ◽  
pp. 147-153 ◽  
Author(s):  
Umesh Dashora ◽  
Alban Davies Huw ◽  
Shelley Bennett ◽  
Anne Goodchild ◽  
Julia Hugason-Briem ◽  
...  
Keyword(s):  
Pregnant Women ◽  
Diabetes Management ◽  
Diabetes Education ◽  
Unmet Need ◽  
Education And Training ◽  
Training Needs ◽  
Roles And Responsibilities ◽  
Training Programmes ◽  
The Uk ◽  
And Training

Introduction: The incidence and prevalence of diabetes is increasing in pregnant women. Midwives manage a substantial proportion of care of these women. Currently it is notknown whether midwives have sufficient competence in managing these patients well. The Diabetes Care Trust commissioned a survey to assess the diabetes education and training needs of midwives who look after pregnant women with diabetes.Material and methods: A freedom of information request was made to all the NHS Trusts in the UK to gather relevant information about the roles and responsibilities of midwives in thematernity units in the UK. This was followed by a Survey Monkey questionnaire to midwives in the UK who are members of the Royal College of Midwives to assess their education and training level, needs, desires and views preceded by a test survey on nine midwives.Results: The survey revealed considerable variation in the roles and responsibilities, current levels of training and education needs of midwives. Over 85% of midwives expressed a desire to access additional education on diabetes management in different areas. Training in insulin initiation and titration, management during labour and ability to contribute to the antenatal clinic was desired by over 85% of midwives surveyed. Conclusions: There is an unmet need for structured education and training programmes for midwives in the management of diabetes in pregnancy. We recommend further work in producing tailored and accredited training programmes at different levels to suit the differing needs of midwives and diabetes specialist midwives in the UK. 

scholarly journals Benefits of Pilates in Parkinson’s Disease: A Systematic Review and Meta-Analysis

Medicina ◽  
2019 ◽  
Vol 55 (8) ◽  
pp. 476 ◽  
Author(s):  
David Suárez-Iglesias ◽  
Kyle J. Miller ◽  
Manuel Seijo-Martínez ◽  
Carlos Ayán
Keyword(s):  
Systematic Review ◽  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Positive Impact ◽  
Meta Analysis ◽  
Scientific Evidence ◽  
Descriptive Analysis ◽  
Preliminary Evidence ◽  
Beneficial Effects ◽  
Training Programmes

Pilates may be a beneficial method of exercise for people with Parkinson’s disease (PD). However, no studies have critically reviewed the scientific evidence in this regard. The purpose of this study was to conduct a systematic review and meta-analysis on the effectiveness of Pilates as a rehabilitation strategy for PD. A systematic search of the electronic databases PubMed, PEDro, Scopus, and SPORTDiscus was conducted to identify studies related to the effect of Pilates on PD. The search timeframe ranged from the inception of each database to March 2019. The search resulted in the identification of four randomized controlled trials (RCTs) and four non-RCT studies. The methodological quality of the investigations ranged from poor to fair. The descriptive analysis of the eight investigations showed that Pilates resulted in beneficial effects on fitness, balance and functional autonomy. A subsequent meta-analysis on the four RCTs indicated that Pilates was more effective than traditional training programmes in improving lower limb function. Pilates can be safely prescribed for people with mild-to-moderate PD. Preliminary evidence indicates that its practice could have a positive impact on fitness, balance and physical function. Its benefits on lower-body function appear to be superior to those of other conventional exercises. Future randomized studies with greater samples are needed to confirm these observations.

scholarly journals ROLE-PLAYING PROJECT METHODOLOGY FOR TEACHING A FOREIGN LANGUAGE TO PRESCHOOLERS

2021 ◽  
pp. 191-198
Author(s):  
Екатерина Максимовна Кошелева
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Communication Skills ◽  
Design Methodology ◽  
Preschool Education ◽  
Role Playing ◽  
Internal Work ◽  
Role Playing Games ◽  
Training Programmes ◽  
And Training

Представлена концепция использования ролево-игровой проектной методики в области дошкольного иноязычного образования. Приводится обоснование ролевых игр и проектных методик как эффективного средства обучения английскому языку в дошкольном возрасте. Описываются виды игровых проектов и преимущества применения ролево-игровых проектов в обучении дошкольников. Приведены результаты экспериментального исследования с применением ролево-игрового проекта в ДОУ, показавшие достаточно сформированный уровень коммуникативных навыков, уровень познавательной и творческой активности, навыков коллективной и самостоятельной работы у дошкольников. The article discusses the concept of using role-playing design methodology in the field of preschool education. The author notes that work on the development of role-playing games requires a well-coordinated, coordinated, compliance with the requirements and requirements of the preparation methodology. The author comes to the conclusion that a game project promotes the communication skills and reproductive speech and also forms the foundations for socialization and internal work. The stages and advantages of using the methods of such an unconventional lesson as a role-playing project in a preschool institution, taking into account age and psychological children are presented in detail. The article presents the results of an experimental study using a role-playing project that will contribute to the promotion of Russian pedagogical thought and will be taken into account when developing and testing new approaches and training programmes.

scholarly journals KNOWLEDGE OF ALZHEIMER’S DISEASE AND TRAINING NEEDS IN FINAL YEAR MEDICAL AND PHARMACY STUDENTS

2016 ◽  
pp. 1-5
Author(s):  
C. Scerri
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Training Needs ◽  
Pharmacy Students ◽  
Small Scale ◽  
Undergraduate Training ◽  
Adequate Care ◽  
Level Of Knowledge ◽  
Training Programmes ◽  
And Training

Although a significant number of medical and pharmacy professionals come into contact with an increasing number of individuals with Alzheimer’s disease and other dementias, there is concern on the lack of knowledge and skills received during their undergraduate training programmes with the consequence of not providing the required hospital and community care for these individuals following programme completion. The aim of this report is to describe the results of a small scale study investigating the level of knowledge of Alzheimer’s disease and training needs in medical and pharmacy students at the end of their final year of undergraduate training. The findings indicated a lack of in-depth knowledge for both categories of students, in particular on risk factors and pharmacotherapeutic management highlighting an urgent need of refining existent training programmes that equip future medical and pharmacy professionals with the necessary skills in providing adequate care and management for individuals with the disease.

Sign in / Sign up

Export Citation Format

Share Document