In search for shared content and design in supervision training: a syllabus analysis in Sweden

PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

An Exploratory Analysis of Social Science Graduate Education in Data Management and Data Sharing

Effective data management and data sharing are crucial components of the research lifecycle, yet evidence suggests that many social science graduate programs are not providing training in these areas. The current exploratory study assesses how U.S. masters and doctoral programs in the social sciences include formal, non-formal, and informal training in data management and sharing. We conducted a survey of 150 graduate programs across six social science disciplines, and used a mix of closed and open-ended questions focused on the extent to which programs provide such training and exposure. Results from our survey suggested a deficit of formal training in both data management and data sharing, limited non-formal training, and cursory informal exposure to these topics. Utilizing the results of our survey, we conducted a syllabus analysis to further explore the formal and non-formal content of graduate programs beyond self-report. Our syllabus analysis drew from an expanded seven social science disciplines for a total of 140 programs. The syllabus analysis supported our prior findings that formal and non-formal inclusion of data management and data sharing training is not common practice. Overall, in both the survey and syllabi study we found a lack of both formal and non-formal training on data management and data sharing. Our findings have implications for data repository staff and data service professionals as they consider their methods for encouraging data sharing and prepare for the needs of data depositors. These results can also inform the development and structuring of graduate education in the social sciences, so that researchers are trained early in data management and sharing skills and are able to benefit from making their data available as early in their careers as possible.

Learning English in Third Grade through Powtoon

Nowadays, the English teachers in elementary school still use conventional media in teaching English. Based on the phenomena, the researcher developed a media with the aimed to develop Powtoon animation based-video for teaching third-grade students of elementary school. The data of this research were collected through interview, syllabus analysis, students’ questionnaire, and document recording. ADDIE model by Romiszowski was developed as the procedure of this research. The result of this research was PowToon animation based-video can be used to teach English for third-grade students of elementary school. From the students’ questionnaire, it found that the animation video could attract the students’ attention and it also motivated the students during the teaching and learning process. The media was categorized as good media by conducting expert judgment rubric. So, PowToon animation-based video could be used as an alternative media in learning English.

Is it ‘the economy, stupid’? Economic relations and cultural studies: Some reflections on Jim McGuigan’s Cultural Populism

This article argues that in the development of media studies and cultural studies, a gap opened between textual analysis and political economy that became a damaging schism. The roots of the schism between the economic and the cultural lie in the growing influence of French structuralism, and post-structuralism from the late 1960s onwards. Jim McGuigan’s book, Cultural Populism, appeared at a time when socialist politics, political analysis and cultural theory were, both together and separately, in a degree of flux, self-reflection and loss of direction. This article outlines the nature of the split between emphasis on the cultural and the economic, the ways in which it continues to mark the field and the importance of continuing to try and hold the two together in the analytic frame. Methodologically, this article involves analysis of Cultural Populism and utilises document and archive searching, interviews, syllabus analysis and personal communication.

Developing Digital Game E-Calf As Self-Directed Learning Media For The First Grade Students Of Elementary School At SD Lab Undiksha Singaraja

This research aimed to develop digital game e-CALF as self-directed learning media. The subject of this research was 23 students (30%) of first grade students at SD Lab UNDIKSHA Singaraja. The design of this research adapted to research and development ADDIE model proposed by Romiszowski (1996). Since, it was still a prototype product, there were only three procedures used namely Analyze, Design and Development. In collecting the data, some instruments were used to conduct this research. There were observation sheet, teacher’s interview guide, expert judgment rubrics, students’ questionnaire, and syllabus analysis. In the end of this research, there was a prototype product named e-CALF as self-directed learning media in form of application. The result of this research is digital game that is developed based on syllabus analysis and the students’ needs. It is developed based on four topics namely; family, things in the classroom, fruits, and vegetables. Each topic consists of six sheets; there are two sheets about the vocabulary, two sheets about filling the blank text, and two sheets about comprehension text with the questions. Based on the result of expert judgment rubrics, it is found that e-CALF is categorized as excellent media. Thus, this prototype product is proper to use for learning English for first grade students

DEVELOPING FLASHCARDS AND ITS MANUAL BOOK FOR TEACHING VOCABULARY IN GRADE SIX

This research aimed at (1) developingflashcards and its manual book for teaching English in grade sixin Buleleng regency, and (2) finding out the quality of developed flashcards and its manual book. The subject of this research werethree English teachers and eighty students in grade six fromthree schools, that is,the students at SDN 4 Banyuasri, SDN 3 Jagaraga and SDN 9 Banjar. This research was R & D (research and development) which followed threesteps based on ADDIE model, namely Analyze, Design and Development. Since only three steps were undergone in this research, the developed media were still in the form of prototype. The data of this research were obtained by syllabus analysis, using observation sheet, students’ questionnaire, teachers’ questionnaire, teachers’ interview guide, and expert judgement rubric. The result of the present research are flashcards and its manual book. The flashcards and its manual book were developed based on four topics mentioned in the syllabus, namely fruits, vegetables, foods and beverages. Each topic developed consisted of 10 flashcards. Moreover, for the manual book developed, there were five activities provided. For the quality of the media, it was found that flashcards and its manual book developed were categorized as excellent media. Thus, it is proper to be used as media for teaching English vocabulary in grade six. Keywords: flashcards, manual book, teaching English for young learners

AN EVALUATION OF TECHNICAL REPORT WRITING SYLLABUS AT THE PREPARATORY YEAR PROGRAM

The current study aims to critically analyze the contents of the Technical Report Writing syllabus as well as identify whether the syllabus meets course objectives or not. The study also suggests some remedies to improve the contents of the syllabus. As part of the study, twenty EFL teachers from Preparatory Year Program were selected for this study. A quantitative questionnaire containing 10 statements was administered to gather data from the participants. In addition, an interview session with a set of 5 questions based on the key elements on the current syllabus was also conducted with the teachers to have their expert opinion and suggestions. The analysis of data revealed that textbook is appropriate for the students and needs not be replaced. However, syllabus should include some more activities that may address to the needs of weak students. The study also suggests teachers to exploit other resources (from internet or library) in order to give an extra push to the learners.Keywords: course objectives; syllabus analysis; technical report writing.

Evidence-based instruction integration: a syllabus analysis project

Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.