Secondary Curriculum Literacy and Teacher Word-Knowledge: Further Findings from a Western Australian ITE Cohort Study

The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their ability to teach word knowledge or to self-correct. Current training and resources may thus have limited efficacy for some graduating teachers, placing limits on what can be achieved in schools. We consider the implications for literacy policies and for initial teacher education at secondary level.

Employment, Employability, and Competencies of the Bachelor of Secondary Education Graduates

Tracing graduates has become an imperative for higher education institutions much more during the pandemic. This tracer determined the employment and employability status of the 2019 BSE graduates and identified the competencies they adequately acquired and deemed vital for work. It used descriptive design, and data were collected from the 103 graduates through a Google form with open and closed-ended questions administered between November and December 2020. Results revealed that most of the graduates had been employed in teaching and teaching-related jobs but mostly in contractual arrangements within the first and second six months after graduation. Many had their first jobs with meager salaries from the private sector. Communication, pedagogy, information communication technology, time management, and flexibility were the top competencies they adequately acquired and were beneficial in work. The study concluded that these graduates had acquired 21st-century skills in their respective degree programs. These results have corresponding implications for future research in confirming the most employable skills in secondary teaching. As recommended, classroom instruction might emphasize the development of these skills. Eventually, these become the competitive advantage and employability capitals of future graduates. Administering the licensure examination and the release of its results can be done within the first three months after graduation to lessen the cost of waiting.

The Demographic Transformation of the Teaching Force in the United States

This article summarizes the results of an exploratory research project that investigated what demographic trends and changes have, or have not, occurred in the elementary and secondary teaching force in the U.S. over the past three decades, from 1987 to 2018. Our main data source was the Schools and Staffing Survey and its successor, the National Teacher Principal Survey, collectively the largest and most comprehensive source of data on teachers available in the U.S. These surveys are conducted by the National Center for Education Statistics (NCES), the statistical arm of the U.S. Department of Education. The results show that the teaching force has been, and is, greatly changing; yet, even the most dramatic trends appear to have been little noticed or understood by researchers, policy makers, and the public. This article summarizes seven of the most prominent trends and changes that we found. The U.S. teaching force is: larger; older; less experienced; more female; more diverse, by race/ethnicity; consistent in academic ability; unstable. For each of the trends, we explore two broad questions: 1. What are the reasons for and sources of the trend? 2. What are the implications and consequences of the trend?

Impact of SARS-CoV-2 pandemic among health care workers in a secondary teaching hospital in Spain

Background The COVID-19 pandemic has posed a huge challenge to healthcare systems and their personnel worldwide. The study of the impact of SARS-CoV-2 infection among healthcare workers (HCW), through prevalence studies, will let us know viral expansion, individuals at most risk and the most exposed areas in healthcare organizations. The aim of this study is to gauge the impact of SARS-CoV-2 pandemic in our hospital workforce and identify groups and areas at increased risk. Methods and findings This is a cross-sectional and incidence study carried out on healthcare workers based on molecular and serological diagnosis of SARS-CoV-2 infection. Of the 3013 HCW invited to participate, 2439 (80.9%) were recruited, including 674 (22.4%) who had previously consulted at the Occupational Health Service (OHS) for confirmed exposure and/or presenting symptoms suggestive of COVID-19. A total of 411 (16.9%) and 264 (10.8%) healthcare workers were SARS-CoV-2 IgG and rRT-PCR positive, respectively. The cumulative prevalence considering all studies (IgG positive HCW and/or rRT-PCR positive detection) was 485 (19.9%). SARS-CoV-2 IgG-positive patients in whom the virus was not detected were 221 (9.1%); up to 151 of them (68.3%) did not report any compatible symptoms nor consult at the OHS for this reason. Men became more infected than women (25% vs 18.5%, p = 0.0009), including when data were also classified by age. COVID-19 cumulative prevalence among the HCW assigned to medical departments was higher (25.2%) than others, as well as among medical staff (25.4%) compared with other professional categories (p<0.01). Conclusions The global impact of the COVID-19 pandemic on HCW of our centre has been 19.9%. Doctors and medical services personnel have had the highest prevalence of SARS-CoV-2 infection, but many of them have not presented compatible symptoms. This emphasizes the performance of continuous surveillance methods of the most exposed health personnel and not only based on the appearance of symptoms.

Internal Consistency of The Educational Value Scale for Green Outdoor Settings – The Case of Edupark App

The purpose of this paper is to analyse the internal consistency of an Educational Value Scale (EVS) to be used to assess individuals’ subjective perception of an educational app ability to support relevant learning in green outdoor settings. In this work, the EVS is presented as a scale with 12 items and data is aggregated and analysed to contribute to an empirical validation of the educational value construct. In this study, the analysis focuses a scale desirable psychometric property, the reliability, which is analysed through a robust Cronbach’s α estimation. Data for analysis is collected from a total of 924 responses to a questionnaire from students (of all school levels) and their teachers, after using the EduPARK app during a one-year face-to-face survey. Results reveal that the scale has internal consistency for teachers and older students (2nd, 3rd Cycle of Basic Education and Secondary teaching students). This study is an initial effort to validate an EVS, which can be helpful to researchers developing and accessing educational apps and to educators selecting educational apps to integrate in their teaching practices.

Impact of SARS-CoV-2 pandemic among health care workers in a secondary teaching hospital in Spain.

Background. The COVID-19 pandemic has posed a huge challenge to healthcare systems and their personnel worldwide. The study of the impact of SARS-CoV-2 infection among healthcare workers, through prevalence studies, will let us know viral expansion, individuals at most risk and the most exposed areas. The aim of this study is to gauge the impact of SARS-CoV-2 pandemic in our hospital workforce and identify groups and areas at increased risk. Methods and Findings. This is a cross-sectional and longitudinal study carried out on healthcare workers based on molecular and serological diagnosis of SARS-CoV-2 infection. Of the 3013 HCW invited to participate, finally 2439 (80.9%) were recruited, including 674 (22.4%) who had previously consulted at the OHS for confirmed exposure and/or presenting symptoms suggestive of COVID-19. A total of 411 (16.9%) and 264 (10.8%) healthcare workers were SARS-CoV-2 IgG and rRT-PCR positive, respectively. The cumulative prevalence considering all studies (IgG positive HCW and/or rRT-PCR positive detection) has been 485 (19.9%). SARS-CoV-2 IgG-positive patients in whom the virus was not detected were 221 (9.1%); up to 151 of them (68.3%) did not report any compatible symptoms nor consult at the OHS for this reason. Men became more infected than women (25% vs 18.5%, p=0.0009), including when data were also classified by age. COVID-19 cumulative prevalence among the HCW assigned to medical departments was higher (25.2%) than others, as well as among medical staff (25.4%) compared with other professional categories (p<0.01). Conclusions. Global impact of the COVID-19 pandemic on HCW of our centre has been 19.9%. Doctors and medical services personnel have had the highest prevalence of SARS-CoV-2 infection, but many of them have not presented compatible symptoms. This emphasizes the performance of continuous surveillance methods of the most exposed health personnel and not only based on the appearance of symptoms.

The Changing Landscape of Graduate Teaching Certificate Programs in Canada

In a 2014 paper, Kenny, Watson, and Watton analyzed 13 Canadian universities offering graduate teaching certificate programs. This research used the Kenny et al. (2014) framework to provide an update, addressing the following research questions. First, has there since been an increase in the number of graduate teaching certificate programs at Canadian universities? Second, how do the common features of these programs compare to those identified by Kenny et al. (2014)? Third, how responsive are programs to recent trends in graduate teaching development? Key features within program administration, outcomes, structure, assessment, and recognition were examined, as were some current trends in post-secondary teaching. Program-related information was collected from the institutional websites of Canadian universities and verified by program key contacts. Since 2014, there has been a considerable increase in the number of graduate teaching certificate programs, both within and across institutions (from 13 programs at 13 institutions in 2014 to 36 programs at 25 institutions in 2019). This may be impacting how programs are structured and assessed. On the one hand, there appears to be movement towards reducing barriers to access programming, yet this growth may coincide with less resource-intensive program components and assessments. The responsiveness of programming to recent trends in program administration, programming content, and recognition varied.