scholarly journals What's Up? Creating The Next Generation Of Engaged Urban Citizens: Examining The High School Geography Curriculum In Ontario For Education On Urban Planning Issues

2021 ◽  
Author(s):  
Evan Perlman
Keyword(s):  
High School ◽  
Urban Planning ◽  
Literature Review ◽  
Best Practices ◽  
Geography Education ◽  
Decision Makers ◽  
Structured Interviews ◽  
Suburban Sprawl ◽  
Planning Profession ◽  
School Curricula

The consequences of planning issues like suburban sprawl are well-known in academia and the planning profession, however there is a disconnect between this knowledge and the actions of decision-makers, as well as, the populations who elect them. It is argued that if students in Ontario were better informed or knowledgeable about urban planning issues within the high school curricula, then there could be a stronger framework for which to improve upon planning urban regions according to best practices and principles. A focus is placed on geography education and the provincial geography curriculum due to it having the strongest potential for inclusion of this topic. Through a literature review and semi-structured interviews with educators and planners, this paper examines the current geography curriculum, best practices, as well as the barriers to incorporating urban planning issues into high school geography classrooms. Lastly, recommendations are provided for stakeholders in the planning and geography education professions on how to overcome these barriers.

scholarly journals What's Up? Creating The Next Generation Of Engaged Urban Citizens: Examining The High School Geography Curriculum In Ontario For Education On Urban Planning Issues

2021 ◽  
Author(s):  
Evan Perlman
Keyword(s):  
High School ◽  
Urban Planning ◽  
Literature Review ◽  
Best Practices ◽  
Geography Education ◽  
Decision Makers ◽  
Structured Interviews ◽  
Suburban Sprawl ◽  
Planning Profession ◽  
School Curricula

The consequences of planning issues like suburban sprawl are well-known in academia and the planning profession, however there is a disconnect between this knowledge and the actions of decision-makers, as well as, the populations who elect them. It is argued that if students in Ontario were better informed or knowledgeable about urban planning issues within the high school curricula, then there could be a stronger framework for which to improve upon planning urban regions according to best practices and principles. A focus is placed on geography education and the provincial geography curriculum due to it having the strongest potential for inclusion of this topic. Through a literature review and semi-structured interviews with educators and planners, this paper examines the current geography curriculum, best practices, as well as the barriers to incorporating urban planning issues into high school geography classrooms. Lastly, recommendations are provided for stakeholders in the planning and geography education professions on how to overcome these barriers.

scholarly journals Politician2.0 on Facebook: Information Behavior and Dissemination on Social Networking Sites – Gaps and Best-Practice. Evaluation Results of a novel eParticipation toolbox to let politicians engage with citizens online.

2012 ◽  
Vol 3 (2) ◽  
pp. 207-215 ◽  
Author(s):  
Timo Wandhoefer ◽  
Mark Thamm ◽  
Somya Joshi
Keyword(s):  
Best Practices ◽  
Social Networking ◽  
Social Networking Sites ◽  
Best Practice ◽  
Information Behavior ◽  
Decision Makers ◽  
Structured Interviews ◽  
Network Usage ◽  
The Web ◽  
The Eu

This article covers our findings on information behavior and dissemination of parliamentary decision-makers in terms of using Social Networking Sites like Facebook. The article investigates why politicians use those technologies and integrate them more and more in their everyday workflow. In addition to the purpose of social network usage, the focus of our paper is also on best practices and how to deal with challenges like authenticity of politicians’ online profiles. The results presented within the remit of this paper are the outcome of 16 semi-structured interviews that took place as part of an evaluation effort within the EU research project WeGov [1]. The overall aim of the project is to develop a toolbox that enriches the dialogue between citizens and politicians on the web.

scholarly journals Best Practices for Quality Improvement—Lessons from Top Ranked Engineering Institutions

2015 ◽  
Vol 8 (11) ◽  
pp. 169 ◽  
Author(s):  
Potti Srinivasa Rao ◽  
K. G. Viswanadhan ◽  
Raghunandana K.
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Quality Indicators ◽  
Research Work ◽  
Policy Implications ◽  
Structured Interviews ◽  
Quality Initiatives ◽  
High Performing ◽  
Talented Students ◽  
Technical Manpower

<p class="apa">Maximum number of privately funded engineering institutions have been established in India in the last two decades to meet the growing needs of technical manpower required by the Engineering and IT companies as well as aspiring students after completion of the Pre-University Program. However, a large number of institutions have not been able to attract the talented students for their undergraduate programs. The private managements of those institutions have realized then, the need for maintaining high quality in imparting engineering education. In addition, the regulatory bodies like NBA insist on maintaining the quality in the educational programs before giving accreditation. Therefore, the young institutes need to know the best practices adopted by the high performing institutions and introduce those best practices in their programs. In this paper, an attempt has been made to identify the best practices of the reputed and ranking institutes, to classify and codify those practices so as to enable the young institutes to implement them. Quality indicators have been identified through literature review, by summarizing previous studies, by conducting discussion with experts in the field. A few top ranked engineering institutions are selected to identify and list the best practices, by referring to the finding of various magazines. Practices followed with respect to the quality indicators identified have been composed by conducting structured interviews and discussions with various core groups &amp; stake holders of these institutions. The details of literature review, data collection &amp; analysis, findings and policy implications of the research work are presented in this paper. The best practices enlisted through this study will act as guidelines to implement the quality initiatives for the young institutions.</p>

Best Practices for Data Visualization: Creating and Evaluating a Report for an Evidence-Based Fall Prevention Program (Preprint)

2018 ◽  
Author(s):  
Srijesa Khasnabish ◽  
Zoe Burns ◽  
Madeline Couch ◽  
Mary Mullin ◽  
Randall Newmark ◽  
...  
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Implementation Science ◽  
Data Visualization ◽  
Systematic Literature Review ◽  
Fall Prevention ◽  
Prevention Program ◽  
Evidence Based ◽  
Data Display ◽  
Fall Prevention Program

BACKGROUND Data visualization experts have identified core principles to follow when creating visual displays of data that facilitate comprehension. Such principles can be applied to creating effective reports for clinicians that display compliance with quality improvement protocols. A basic tenet of implementation science is continuous monitoring and feedback. Applying best practices for data visualization to reports for clinicians can catalyze implementation and sustainment of new protocols. OBJECTIVE To apply best practices for data visualization to create reports that clinicians find clear and useful. METHODS First, we conducted a systematic literature review to identify best practices for data visualization. We applied these findings and feedback collected via a questionnaire to improve the Fall TIPS Monthly Report (FTMR), which shows compliance with an evidence-based fall prevention program, Fall TIPS (Tailoring Interventions for Patient Safety). This questionnaire was based on the requirements for effective data display suggested by expert Stephen Few. We then evaluated usability of the FTMR using a 15-item Health Information Technology Usability Evaluation Scale (Health-ITUES). Items were rated on a 5-point Likert scale from strongly disagree (1) to strongly agree (5). RESULTS The results of the systematic literature review emphasized that the ideal data display maximizes the information communicated while minimizing the cognitive efforts involved with data interpretation. Factors to consider include selecting the correct type of display (e.g. line vs bar graph) and creating simplistic reports. The qualitative and quantitative evaluations of the original and final FTMR revealed improved perceptions of the visual display of the reports and their usability. Themes that emerged from the staff interviews emphasized the value of simplified reports, meaningful data, and usefulness to clinicians. The mean (SD) rating on the Health-ITUES scale when evaluating the original FTMR was 3.86 (0.19) and increased to 4.29 (0.11) when evaluating the revised FTMR (Mann Whitney U Test, z=-12.25, P<0.001). CONCLUSIONS Best practices identified through a systematic review can be applied to create effective reports for clinician use. The lessons learned from evaluating FTMR perceptions and measuring usability can be applied to creating effective reports for clinician use in the context of other implementation science projects.

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Victoria M. Borland ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Formative Assessments ◽  
Learning Goals ◽  
Specific Method ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Assessment Design ◽  
Teachers Beliefs ◽  
Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

scholarly journals Adding value to the use of Health Impact Assessment and social return on investment technologies

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Green ◽  
K Ashton ◽  
M Dyakova ◽  
L Parry-Williams
Keyword(s):  
Impact Assessment ◽  
Return On Investment ◽  
Health Impact Assessment ◽  
Grey Literature ◽  
Health Impact ◽  
Social Value ◽  
Decision Makers ◽  
Structured Interviews ◽  
Social Return On Investment ◽  
The Impact

Abstract Health Impact Assessment (HIA) and Social Return on Investment (SROI) are beneficial public health methodologies that assess potential effects on health including social, economic and environmental factors and have synergies in their approaches. This paper explores how HIA and SROI can complement each other to capture and account for the impact and social value of an assessed intervention or policy. A scoping review of academic and grey literature was undertaken to identify case studies published between January 1996 and April 2019 where HIA and SROI methods have been used to complement each other. Semi-structured interviews were carried out with nine international experts from a range of regulatory/legislative contexts to gain a better understanding of past experiences and expertise of both HIA and SROI. A thematic analysis was undertaken on the data collected. The review identified two published reports which outline when HIA and SROI have both been used to assess the same intervention. Interview results suggest that both methods have strengths as standalone processes i.e. HIAs are well-structured in their approach, assessing health in its broadest context and SROI can add value by monetizing social value as well as capturing social/environmental impact. Similarities of the two methods were identified i.e. a strong emphasis on stakeholder engagement and common shared principles. When questioned how the two methods could complement each other in practice, the results indicate the benefits of using HIA to explore initial impact, and as a platform on which to build SROI to monetarize social value. HIA and SROI methodologies have cross-over. The research suggests potential benefits when used in tandem or combining the methods to assess impact and account for health and social value. Innovative work is now being carried out in Wales to understand the implications of this in practice and to understand how the results of the two methods could be used by decision-makers. Key messages HIA and SROI methods can be used in tandem to capture both the health impact and social value of policies and proposed interventions. HIA and SROI when used together can provide valuable information to inform decision makers around the health impact and social value of proposed policies and interventions.

Sign in / Sign up

Export Citation Format

Share Document