scholarly journals Educational paradigm development in the context of modern transformations: conflict-generating aspect

2021 ◽  
Vol 1 (5) ◽  
pp. 14-19
Author(s):  
Marina Rostoka ◽  
◽  
Gennadii Cherevychnyi ◽  
Keyword(s):  
Educational Paradigm ◽  
Paradigm Development

IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION

2020 ◽  
Vol 22 (9) ◽  
pp. 28-34
Author(s):  
Huseynova А.А. ◽  
Vashchinnikova K.D.
Keyword(s):  
Design Method ◽  
Authentic Assessment ◽  
Educational Process ◽  
Learning Motivation ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Positive Side ◽  
Educational Motivation ◽  
Educational Paradigm ◽  
The Impact

Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

Recovery colleges: long-term impact and mechanisms of change

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Holly Thompson ◽  
Laura Simonds ◽  
Sylvie Barr ◽  
Sara Meddings
Keyword(s):  
Mental Health ◽  
Lived Experience ◽  
Positive Impact ◽  
Evidence Base ◽  
College Attendance ◽  
Personal Recovery ◽  
Structured Interviews ◽  
Content Type ◽  
Educational Paradigm ◽  
Long Term Impact

Purpose Recovery Colleges are an innovative approach which adopt an educational paradigm and use clinician and lived experience to support students with their personal recovery. They demonstrate recovery-orientated practice and their transformative role has been evidenced within mental health services. The purpose of this study is to explore how past students understand the influence of the Recovery College on their on-going recovery journey. Design/methodology/approach An exploratory, qualitative design was used and semi-structured interviews took place with 15 participants. Data was analysed using the “framework method” and inductive processes. Findings All participants discussed gains made following Recovery College attendance that were sustained at one year follow-up. Three themes emerged from the data: Ethos of recovery and equality; Springboard to opportunities; and Intrapersonal changes. Originality/value This research explores students’ experiences a year after attendance. This contrasts to most research which is completed immediately post course. This study contributes to the emergent evidence base highlighting the longitudinal positive impact of Recovery Colleges. This study is of value to those interested in recovery-oriented models within mental health. Recovery Colleges are gaining traction nationally and internationally and this research highlights processes underlying this intervention which is of importance to those developing new Recovery Colleges.

Latvijas izglītības reformas vērtējums pedagogu vidē pamatskolas 1.–3. klasē: gadījuma analīzes piemērs

2021 ◽  
pp. 48-58
Author(s):  
Ivita Pelnēna ◽  
Arturs Medveckis
Keyword(s):  
Data Analysis ◽  
21St Century ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Content ◽  
Insufficient Amount ◽  
New Learning ◽  
Educational Paradigm ◽  
National Boundaries ◽  
Academic Year

The 21st century is an essential time for changes in the society. Development of technologies, globalisation and the fading of national boundaries all contribute to a change of the educational paradigm. The changes also affect the Latvian education system as the implementation of the project “Competency approach in learning content” is in progress. The implementation of the new learning content has began on September 1 of the academic year 2020/2021. To determine the Primary school teachers’ (Grades 1-3) readiness for putting the changes into practice, a survey was conducted. The survey data analysis shows that the teachers admit that changes are necessary; meanwhile they believe that the implementation of changes is chaotic. Likewise, teachers are not insecure about the new learning content that is added to the curriculum. Teachers discuss problems such as information fragmentation, lack of technologies and learning materials, insufficient amount of lessons intended for a particular content as well as its influence on qualitative preparation of lessons.

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