scholarly journals Students’ experiences with different learning pathways to higher professional bachelor programmes

2020 ◽  
Vol 7 (1) ◽  
pp. 1-20
Author(s):  
Harm J.A. Biemans ◽  
Hans Mariën ◽  
Erik Fleur ◽  
Tanya Beliaeva ◽  
Jan Harbers
Keyword(s):  
Secondary Education ◽  
Curriculum Design ◽  
Study Skills ◽  
Middle Management ◽  
Educational Programme ◽  
Design Solution ◽  
Online Questionnaire ◽  
Student Groups ◽  
Learning Pathways ◽  
Level Systematic

Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.

scholarly journals Students’ experiences with different learning pathways to higher professional bachelor programmes

2020 ◽  
Vol 7 (1) ◽  
pp. 1-20
Author(s):  
Harm J.A. Biemans ◽  
Hans Mariën ◽  
Erik Fleur ◽  
Tanya Beliaeva ◽  
Jan Harbers
Keyword(s):  
Secondary Education ◽  
Curriculum Design ◽  
Study Skills ◽  
Middle Management ◽  
Educational Programme ◽  
Design Solution ◽  
Online Questionnaire ◽  
Student Groups ◽  
Learning Pathways ◽  
Level Systematic

Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.

The soft side of TQM and teachers job satisfaction: an empirical investigation in primary and secondary education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Niki Glaveli ◽  
Fotios Vouzas ◽  
Myrsine Roumeliotou
Keyword(s):  
Job Satisfaction ◽  
Secondary Education ◽  
Continuous Improvement ◽  
Validity And Reliability ◽  
Measurement Scales ◽  
Online Questionnaire ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Appraisal Systems ◽  
The Impact

PurposeThe current study provides insights on the application of critical soft TQM practices in primary and secondary education and their impact on teachers' job satisfaction (TJS).Design/methodology/approachBased on a review of the literature related to TQM application in primary and secondary education, six soft TQM elements were traced as critical to the success of TQM implementation in the school environment: participation/involvement in continuous improvement, teamwork, empowerment, appraisal systems/recognition and reward for quality, training and development (T&D) and leadership (vision/commitment to quality culture). Moreover, their relationship to JS was theoretically founded and empirically tested. An online questionnaire was used as the research instrument. The participants were 200 primary and secondary public school teachers working in urban, semi urban and rural regions of Greece. After assessing the validity and reliability of the measurement scales, multiple regression analysis was applied to test the hypothesized relationships.FindingsThe research findings revealed that leadership and empowerment are the most highly implemented TQM practices in primary and secondary education. Moreover, participation/involvement, appraisal systems/recognition and rewards and leadership were the TQM elements that had a positive association with TJS.Practical implicationsThe outcomes of the study are of help to school principals and policy-makers in order to design and implement TQM policies that advance the quality of teaching and the effectiveness of processes in the primary and secondary education system, as well as to satisfy and motivate teachers for continuous improvement.Originality/valueThis was, to the best of our knowledge, the first study that has explored the impact of soft TQM elements on TJS.

scholarly journals School Food Policies Related to Soft Drink and Fruit Juice Consumption as a Function of Education Type in Flanders, Belgium

2019 ◽  
Vol 16 (15) ◽  
pp. 2718
Author(s):  
Francisca Marro ◽  
Peter Bottenberg ◽  
Wolfgang Jacquet ◽  
Luc Martens
Keyword(s):  
Secondary Education ◽  
Fruit Juice ◽  
Soft Drink ◽  
Economic Status ◽  
Tooth Wear ◽  
Online Questionnaire ◽  
School Food ◽  
Drinking Habits ◽  
Food Policies ◽  
Acidic Beverages

Recent data on erosive tooth wear (ETW) in Belgium have associated a vocational/technical type of education with ETW risk. Since the role of schools is essential to the promotion of healthy diets, this study aimed to investigate school food policies (SFP) related to soft drink and fruit juice consumption and to detect differences among schools in Flanders, Belgium (BE-F). An online questionnaire related to the control of acidic beverages and promotion of healthy drinking habits was sent to all Flemish secondary schools. For analysis, schools (n = 275) were grouped by type of education (vocational secondary education (VSE) and general secondary education (GSE)), and by socioeconomic status. Multiple factor analyses (MFA) were performed to identify schools with a similar SFP profile. Additionally, descriptive analyses were performed to determine other associations. Overall, 44% of schools in BE-F claimed to have written SFP related to the consumption of soft drinks. SFP expressly prohibiting or limiting acidic beverages were significantly more frequent in GSE schools (p < 0.05), where a higher economic status was present. This study shows that a considerable group of schools in BE-F have no or incomplete rules concerning acidic beverage consumption. Such rules differ between types of education, with VSE schools reporting less control regarding the consumption of drinks.

scholarly journals Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

2020 ◽  
Vol 12 (18) ◽  
pp. 7431
Author(s):  
Manuel Rodríguez-Martín ◽  
Diego Vergara ◽  
Pablo Rodríguez-Gonzálvez
Keyword(s):  
Secondary Education ◽  
Educational Research ◽  
Teacher Candidates ◽  
Secondary School Teachers ◽  
Secondary Teacher ◽  
Research Projects ◽  
Research Skills ◽  
Master's Students ◽  
Student Groups ◽  
Master's Thesis

In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The activity was applied in the same course during two academic years with student groups from very different teaching specialties such as mathematics, physics and chemistry, biology and geology, technology and health processes who were studying the Master’s Degree in Secondary Education, specifically, the 3 European Credit Transfer and Accumulation System (ECTS) course of Initiation to Educational Research (IER), this Master’s course being mandatory for working as a secondary professor. The Master’s students are asked to write their own research project proposals for a fictitious call on a topic freely chosen by them, which might have been related to the research line of the final Master’s thesis. In it, they had to propose all the contents studied in the course (such as writing a brief state of the art, establishing a research team, setting objectives, a description of the methodology for educational research, instruments, a plan for the dissemination of the results, the needed resources, etc.). The students’ perceptions of the usefulness and reality of what they had learned for their professional development and for writing their final theses were assessed. The results based on the perceptions of the students demonstrate that the activity had been useful for assimilating concepts related to educational research in the context of secondary education (research skills), which will be useful for improving the critical sense of the students (teacher candidates) and for their professional future in the context of applied research in day-to-day secondary teacher activities. Furthermore, the results show the activity was useful for the development of the final Master’s thesis. The difficult aspects that the activity presented for them were analyzed. The results were statistically compared for the students of the different specialties, deducing, in all cases, a homogeneous good acceptance with slight differences between them.

Student Values and Preferences: What Do They Tell Us about Programme Selection?

1989 ◽  
Vol 56 (4) ◽  
pp. 171-178 ◽  
Author(s):  
Helen Madill ◽  
Donald Macnab ◽  
Sharon Brintnell
Keyword(s):  
Allied Health ◽  
Professional Socialization ◽  
Educational Programme ◽  
Speech Pathology ◽  
Allied Health Professionals ◽  
Student Groups ◽  
Student Values ◽  
Student Information ◽  
Vocational Preference ◽  
Life Roles

Allied health professionals are thought to acquire their orientation through professional socialization and education, but it is likely that they share similar values before being admitted to any educational programme. The results of a study involving occupational therapy, physical therapy, and speech pathology / audiology students (N=276) support this contention. The Life Roles Inventory, Vocational Preference Inventory and a student information sheet were the Instruments employed. Using discriminant analysis, the results demonstrate that although respondents endorse the same values, the level of that endorsement differs significantly between the three student groups. Similarly, the same Holland Code was generated for each group, but again the level of endorsement for the six primary scales varies in each case. The more allied health educators know about the values and preferences their students endorse, and how they seek to implement them, the better prepared educators should be to recruit, place, teach and counsel them.

scholarly journals Comparison of manikin-based simulators and patient monitor simulators within paramedic education: the student perspective

2017 ◽  
Vol 4 (2) ◽  
pp. 65-70
Author(s):  
Craig E D Mortimer
Keyword(s):  
Student Development ◽  
Educational Programme ◽  
Study Data ◽  
Student Perspective ◽  
Online Questionnaire ◽  
Qualitative And Quantitative ◽  
Advantages And Disadvantages ◽  
Patient Monitor ◽  
The Impact ◽  
Real Patients

ObjectiveInvestigate the impact to paramedic students of patient monitor simulators, when compared with manikin-based simulators within an educational programme.DesignAn exploratory study using an online questionnaire to gain qualitative and quantitative data.SettingOne London university delivering a paramedic science programme.ParticipantsA total of 136 paramedic students sponsored by a UK ambulance service were approached for this study. Data were received from 43 respondents (32%).Main outcome measuresComparison of simulators and their effect on student development through the identification of the student’s own perceived ability following use, perception of other’s ability (fellow students studying same course) following use and perception of the two pieces of simulation equipment available.ResultsThe majority of respondents identified that simulation both increased their confidence and ability to demonstrate new knowledge and skills during simulation (97%) and further increased their ability to manage real patients (95%). Respondents agreed that there were advantages and disadvantages of using simulation, but these were not in line with those identified in previous studies. Instead of the human factors and non-technical skills outlined, students were much more practically focused on how the equipment performed.ConclusionsThis study suggests that there is a clear link between simulation and increased student confidence, but any issues encountered with the simulator equipment can reduce this benefit, causing the student’s learning environment to falter. Transitioning to monitor-based simulators is seen as a positive move, although the integration of manikins with this equipment is identified as being necessary.

scholarly journals Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges

2021 ◽  
Vol 11 (9) ◽  
pp. 542
Author(s):  
Susana Henriques ◽  
Joana Duarte Correia ◽  
Sara Dias-Trindade
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Online Social Networks ◽  
Educational Process ◽  
Added Value ◽  
Online Questionnaire ◽  
Digital Resources ◽  
Face To Face ◽  
Primary And Secondary Education ◽  
Analysis Methodology

The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.

Educational Symbiosis

2021 ◽  
pp. 187-207
Author(s):  
Gareth Richard Morris ◽  
Simon Matthew Sheridan ◽  
Jiaxin Xu ◽  
Wenjuan Liang ◽  
Fenfen Lv ◽  
...  
Keyword(s):  
Language Learning ◽  
Study Skills ◽  
English Language ◽  
Administrative Support ◽  
English Language Learning ◽  
Educational Model ◽  
Business Courses ◽  
Learning Pathways ◽  
British Institution

This chapter considers how practitioners at a Sino-British institution have developed English language learning pathways and courses for students enrolled on industry-themed programmes to support a new syntegrative educational model. The chapter considers some of the challenges these educators have faced, not only because of the need to create offerings from the ground up, but also because of the difficulties COVID-19 and broader institutional provisional evolutions have presented. With this in mind, how the staff overcame the challenges they faced in responding to the foundation year developments, creating year two modules and business courses, whilst also providing ongoing continuing language and study skills support for students, along with administrative support, will be presented in the form of solutions and recommendations. It is hoped that others can learn from these experiences and reflections.

A Two-Year BSc(Hons) in Occupational Therapy: Preparing Graduates for a Demanding Profession through an Accelerated Degree

1998 ◽  
Vol 61 (6) ◽  
pp. 253-256 ◽  
Author(s):  
Karen Elliott ◽  
Mark Francis
Keyword(s):  
Graduate Students ◽  
Occupational Therapy ◽  
Curriculum Design ◽  
Study Skills ◽  
Learning Experience ◽  
Unique Challenge ◽  
Continuous Evaluation ◽  
Changing Climate ◽  
Professional Characteristics ◽  
Undergraduate Programme

The expectations, skills and demands of graduate students undertaking an undergraduate programme in occupational therapy form a unique challenge for curriculum design. Through a sound philosophical base, the emerging professional is encouraged to use existing study skills, develop professional characteristics and adapt to the ever-changing climate within occupational therapy. This article presents the issues facing a team in the development, delivery and continuous evaluation of a unique learning experience for graduates undertaking a degree in occupational therapy.

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