Special education teachers often report having heavy workloads and problematic working conditions that lead to a desire to leave their campus. Some attention has been given to the role of principal especially since administrative support has been reported by special education teachers as a working condition influencing their decisions to leave. In this study, we use Texas administrative data from 1995–2024 academic years to identify the extent to which principals have special education teaching experience and examine the relationship between that experience and special education teacher retention. We find that roughly 22% of principals had some special education teaching experience in their careers. We also find that principals with special education teaching experience may be positively correlated with special education teacher retention, but our findings suggest that the influence of principal experience is partially moderated by school-level factors. We discuss these findings and implications for future research and practice.
Carme Carrion, Camilla Alay Llamas, Eka Dian Safitri
et al.
Abstract Background Planetary Health studies the impact of the global environmental crisis on health. Urgent transdisciplinary, intersectoral, and holistic solutions adapted to local realities are needed. Designing training programs attuned to contextual needs of diverse groups and geographical areas is crucial. Planetary health programs are emerging worldwide, but little is known about their scope and learning outcomes. A systematic scoping review is needed to shed light on the state of planetary health education. Objectives This review aims to identify existing frameworks, competencies, content, and teaching methods in planetary health education. Methods Following PRISMA Extension for Scoping Reviews (PRISMA-ScR) guidelines, we included studies targeting undergraduate and postgraduate students, focusing on skills, knowledge, and abilities related to planetary health, published in English or Spanish. No exclusions were made based on geographic area, study design, or publication period. Databases consulted were MEDLINE via PubMed, Scopus, Web of Science, and ProQuest. Selection and data extraction processes were conducted systematically. Results We included 73 articles, with 88% from high-income countries and 49% focused on health professionals. Conceptual frameworks identified include "One Health," "Sustainable Development Goals," and the "Planetary Health Education Framework." Transversal skills (complex problem-solving, systemic thinking, collaboration, interdisciplinary) and specific competencies (understanding health interactions with climate change, pollution) were outlined in 45% of studies. Half of the studies described 23 general topics and 93 specific content areas. Teaching methods included in-person (59%), virtual (12%), and hybrid models (29%). Conclusions This review highlights the heterogeneity in conceptual frameworks, competencies, content, and teaching methods in planetary health education for health professionals. Future research should focus on developing and evaluating evidence-based educational models to address the evolving challenges of planetary health. Recommendations include enhancing collaboration among stakeholders and integrating innovative teaching methods to improve planetary health education. Trial registration The protocol has been registered in the Open Science Framework database (registration number: osf.io/h2b3j, March 2024). Clinical trial number: not applicable.
Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall
et al.
The transition out of high school brings a myriad of changes, including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.
El presente estudio, tiene el interés de evaluar la calidad del servicio y la satisfacción del usuario de la Empresa Eléctrica Provincial Galápagos ELECGALÁPAGOS en el cantón San Cristóbal. Para ello se realizó un análisis cuantitativo donde se examina la calidad del servicio percibido en contraste con la del servicio esperado, permitiendo conocer las debilidades de la institución y plantear alternativas de mejora y conseguir subir los niveles de satisfacción del cliente. La metodología utilizada fue de tipo descriptivo, proporcionando información esencial sobre el comportamiento de las variables latentes y observadas. El constructo utilizado es el SERVQUAL, que mide la calidad de servicio; el instrumento incluye 22 indicadores, divididas en cinco dimensiones (elementos tangibles, fiabilidad, capacidad de respuesta, seguridad, empatía). La escala de medición del constructo es en Likert, donde 1 representa totalmente en desacuerdo y 7 totalmente de acuerdo. Lo resultados mostraron brechas significativas en elementos "Fiabilidad" específicamente en la terminación del servicio en el tiempo previsto y cumplimiento de promesas. La "Capacidad de respuesta" y "Seguridad" también muestran brechas negativas. Mientras que "Empatía" muestra áreas de fortaleza, como la atención individualizada y la atención personalizada. Es crucial que la empresa eléctrica identifique y adopte medidas correctivas para continuar elevando la percepción positiva del usuario.
Palabras clave:
Calidad, Servicio, Satisfacción del usuario, Modelo SERVQUAL, ELECGALAPAGOS.
ABSTRACT
This study aims to evaluate the service quality of Galápagos Provincial Electric Company ELECGALÁPAGOS in San Cristóbal. To achieve this, we carried out a quantitative analysis that examines the perceived service quality in contrast with the expected service. We used a descriptive methodology that provided essential information on the behavior of the latent and observed variables. The construct used is SERVQUAL. The instrument includes 22 indicators divided into five dimensions: tangible elements, reliability, responsiveness, security, and empathy. We used the Likert measurement scale, where one represents total disagreement and seven total agree. The results showed significant gaps in "Reliability" elements, specifically in completing the service on time and fulfilling promises. There were also negative gaps in “Responsiveness” and “Security”. However, the areas of strength in the “Empathy” dimension were individualized attention and personalized attention. This contributes to identifying the weaknesses of the institution's quality service management and adopting corrective measures to continue raising positive user perception.
Keywords:
Quality, Service, User satisfaction, SERVQUAL model, ELECGALAPAGOS
Special aspects of education, Social sciences (General)
Dayanne Sampaio Antonio, Danielle Ledur Antes, Aline Cviatkovski
et al.
This study aimed to map the scientific production on training methods for 5 to 10 km long-distance running by means of a bibliometric analysis. PubMed, SciELO and Lilacs databases were used, and data were collected until December 31, 2019. The analysis included experimental studies with the intervention of training methods in runners. Data were analyzed descriptively. It was found that the first article was published in 1981 and 2018 was the year with the highest number of publications. The United States was the country with the highest number of publications, authors and journals. The most frequently cited methods were continuous execution and interval execution. Consequently, the main results were an increase in running economy, VO2max and a reduction in time trial.
This article proposes to apprehend some particularities of the place and role of PE teachers in the education system questioning the identification dynamics of trainee PE teachers. It aims to grasp the way in which these young professors constituted themselves as a disciplinary subject and to better understand how their movements of subjectivation and individuation can account for some springs of the identity matrix of this discipline. The three case studies, carried out from interviews with a non-directive tendency, made it possible to draw three figures of the discipline, in which physical and sports activities have been able to play a role of adjuvant to existence, temporary space of detestation or life-saving support for socialization.
David W Musick,1 R Brock Mutcheson,2 David B Trinkle2 1Department of Internal Medicine, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA; 2Department of Health System and Implementation Sciences, Virginia Tech Carilion School of Medicine, Roanoke, VA, USACorrespondence: David W Musick, Virginia Tech Carilion School of Medicine, 2 Riverside Circle, Roanoke, VA, 24016, USA, Tel +1 540 526-2566, Fax +1 540 581-0741, Email dwmusick@vt.eduBackground and Purpose: Health system science (HSS) has been described as the third pillar of medical education. We introduced a new health system science and interprofessional practice (HSSIP) curriculum, and measured students’ HSS knowledge and attitudes concerning health system citizenship.Methods: This pilot study involved first-year (M1) and fourth-year (M4) medical students in two cohorts across 2 years. Only M1 students in the second cohort participated in the new HSSIP curriculum. We compared student performance on a new National Board of Medical Examiners (NBME) HSS subject exam, and student attitudes toward system citizenship via a new attitudinal survey.Results: Fifty-six eligible fourth-year students (68%) and 70 (76%) study eligible first-year students participated in the study. NBME HSS exam performance by M4 students was statistically significantly higher than M1 students for both cohorts, with moderate to large effect sizes. Exam performance for M1 students not experiencing the HSS curriculum was higher than for M1 students who received HSS curricular content. Attitudes toward HSS by M4 versus M1 students were statistically significantly different on several survey items with moderate effect sizes. Scale internal consistency for the HSS attitude survey was strong (0.83 or higher).Discussion: There were differences among M4 and M1 medical students concerning knowledge of and attitudes toward HSS, with performance on the NBME subject exam similar to a national sample. Exam performance by M1 students was likely impacted by class size and other factors. Our results support the need for increased attention to HSS during medical education. Our health system citizenship survey has potential for further development and cross-institutional collaboration.Keywords: health systems science, medical education
Rita Rodrigues Souza, Maria Aparecida Rodrigues de Souza
Na sociedade da informação e do conhecimento, um número cada vez maior de dados é disponibilizado na internet. Saber tratá-los, com fins profissionais e acadêmicos/escolares, é uma das habilidades básicas a ser desenvolvida no âmbito educacional. Nesse sentido, o objetivo geral desta pesquisa foi desenvolver uma ferramenta que facilitasse aos/às estudantes de cursos técnicos de nível médio a localização de recursos informacionais abertos para o desenvolvimento de pesquisas escolares. O estudo foi desenvolvido por meio de revisão bibliográfica e mapeamento de recursos informacionais abertos disponíveis na internet, na área de química. Após busca, recuperação e seleção das fontes informacionais, criamos um blog para armazenar e divulgar aos(às) estudantes o material selecionado. O uso do blog, como repositório, bem como o acesso dele constituem o resultado da pesquisa.
Special aspects of education, Theory and practice of education
Al finalizar su proceso de formación universitaria, el/la alumno/a de fisioterapia debe haber adquirido las competencias transversales propias de la titulación. Las competencias transversales hacen referencia a la capacidad del alumno/a para tomar decisiones, trabajar en equipo, capacidad de análisis y pensamiento crítico entre otras. El objetivo de la presente propuesta educativa es el de explorar el impacto del aprendizaje cooperativo (AC) y del aprendizaje individualista (AI) en la adquisición de competencias transversales, rendimiento académico y motivación entre el alumnado de fisioterapia. Para este propósito, 90 alumnos/as serán asignados a un grupo de aprendizaje cooperativo (GAC) y a un grupo de aprendizaje individualizado (GAI). Se realizarán dos evaluaciones antes y después de la implementación de la propuesta educativa. Los resultados que se esperan son que el GAC, obtengan un mejora significativa de todas las variables estudiadas (grado de competencia transversal adquirido, rendimiento académico y nivel de motivación) después de la intervención (p<0.05). En contraste el GAI, se estima que sus mejoras significativas sólo se den en rendimiento académico (P<0.05). En conclusión, se espera confirmar que tanto el aprendizaje cooperativo como el individualizado son estrategias que favorecen el rendimiento académico del alumnado, mientras que sólo el aprendizaje cooperativo mejorará el nivel de competencias transversales y motivación por el estudio.
Neurosciences. Biological psychiatry. Neuropsychiatry, Special aspects of education
Mishal Liaqat, Muhammad Hussain, Muhammad Afzal
et al.
Abstract Background The educational efficacy in neonatal resuscitation relies on the subject and teaching strategies. Therefore, it is imperative to test diverse educational methods if they are more instructive to engage students in active learning and practicing knowledge. Hence, the present study aims to investigate the efficacy of a pedagogical framework in neonatal resuscitation skill learning among nursing students in a resource-limited setting. Methods A single-blind randomized controlled trial was conducted between October 2020 to March 2021. Sixty nursing students in the 3rd and 4th year of professional training were randomly allocated to the pedagogy and the traditional group. The pedagogy group learned via 6-step LSPPDM (Learn, See, Practice, Prove, Do, Maintain) pedagogy including lectures, video, clinical observation, skill sessions under supervision, and self-directed practice. The traditional group learned through 2-step (Learn, Practice) method that included lectures and skill sessions under supervision. The outcomes measured included technical and non-technical skills in neonatal resuscitation. The technical skill deals with steps such as stimulation, ventilation, oxygenation, intubation, chest compression, medications, and reporting. Non-technical skills refer to teamwork skills that focus on the interaction between leader and helper. Both skills were measured through previously published validated tools two times before and after the intervention by blinded assessors in a simulated delivery room. Results Overall, the skill was significantly improved in both groups after intervention. Yet, the results showed that the mean difference of technical skill score in the pedagogy group (24.3 ± 3.5) was significantly higher (p < 0.001) compared to the traditional group (16.2 ± 2.4). Likewise, the mean difference of non-technical skill score in the pedagogy (36.9 ± 1.9) was highly significant (p < 0.001) compared to the traditional group (31.2 ± 1.7). Conclusions The LSPPDM pedagogy was found more effective in enhancing technical and non-technical skills in neonatal resuscitation compared to the traditional method. The results of this study support the efficacy of the 6-step LSPPDM pedagogy in the education of nursing students regarding neonatal resuscitation in a resource-limited setting. Trial registration Prospectively registered at ClinicalTrials.gov ( NCT04748341 ).
Fabricio César de Paula Ravagnani, Marcelo Gomes Alexandre, Christianne de Faria Coelho Ravagnani
et al.
A finalidade da presente nota científica é apresentar formas de utilização da abordagem denominada “LET US Play” / “Deixe-nos jogar”. O LET US Play visa maximizar a atividade física (especialmente a de moderada a vigorosa intensidade) das crianças e adolescentes, propondo a modificação de esportes, brincadeiras e jogos tradicionais. Considerando-se que a prática de atividades físicas vem diminuindo entre os jovens e o tempo reservado para as aulas de Educação física nas escolas é insuficiente para atingir níveis recomendados de atividade física para saúde, essa abordagem pode ser usada pelos professores como uma ferramenta para aumentar o tempo e a intensidade dos jogos e brincadeiras comumente praticados no Brasil.
Esse artigo tem por objetivo central tratar da questão da formação profissional agrícola. Desde o início do Século XX, o ensino agrícola
no Brasil se apresentou como meio de fixação do homem ao campo, isso ficou evidente nos ideários do “ruralismo pedagógico” ainda
na década de 1920. Mais tarde, inúmeras políticas educacionais voltadas para o meio rural tiveram esse mesmo objetivo. Com o surgi-
mento das agroindústrias no Brasil e posterior implantação de políticas voltadas à modernização do setor (Revolução Verde), inúmeras escolas agrotécnicas foram criadas com o objetivo de atender a essa demanda. O capital agroindustrial passou a requerer um profissional que, através da extensão rural, desse conta de levar a modernização aos seus agricultores, fazendo surgir o profissional Técnico em Agropecuária. No entanto, com a reestruturação do capital ocorrido à partir das décadas de 1980-90, são criadas políticas educacionais que redirecionam a lógica da formação profissional; formar para o mercado de trabalho é o objetivo central dessas políticas. Apontamos ainda os reflexos dessas políticas, principalmente para a agricultura familiar e os desdobramentos que se fizeram surgir após o Decreto 5.154/2004, que direciona a formação integral para a Rede Federal de Educação Tecnológica, objetivando uma formação emancipatória.
Special aspects of education, Theory and practice of education
Otavio Guimarães Tavares da Silva, Liana Romera, Carlos Nazareno Borges
En este artículo se trató de investigar la configuración de una sociología pública, en los términos de Michael Burawoy, en el campo de los estudios sobre políticas públicas para el deporte y el ocio en Brasil. Para lograr este objetivo, se analizaron los indicadores de cuatro grupos de investigación dedicados al tema, con base en las categorías propuestas por Burawoy. Los datos dan evidencia de que gran parte de la producción proviene de las sociologías críticas o políticas, predominando la evaluación de las políticas públicas. La producción en el campo de las políticas públicas para el deporte y el ocio trae contribuciones específicas, aunque incipientes acerca de la sociología pública y del papel de los intelectuales como profesionales orgánicos.
Rosiney Rocha Almeida, Carlos Fernando Araujo Jr., Andréa Carla Leite Chaves
et al.
Este artigo apresenta um mapeamento e evidencia a abordagem da avaliação pedagógica de Objetos de Aprendizagem (OA) em teses e dissertações depositadas no banco de teses da Capes no período de 2002 a 2011. A metodologia utilizada na pesquisa documental dessas publicações foi a Análise de Conteúdo de Bardin (2009).A análise da categoria, que trata dos objetivos das pesquisas, apontou para o fato de que o processo de avaliação de OA tem sido tratado como parte final do processo de desenvolvimento dos OA. São poucas as pesquisas que se ocupam exclusivamente da avaliação dos objetos, isso talvez seja, em parte, devido ao uso relativamente recente desses recursos digitais no contexto da sala de aula.Observou-se ainda que não há padronização dessas avaliações ou uma tendência específica, dada a diversidade das fundamentações teóricas e dos métodos utilizados para estes fins.
Viktor Frank’s logotherapy (1905-1990) offers a vision of humankind which can instrument, and provide tools to understand and foster resilience in persons with disabilities. This theoretical approach anticipates the human spirit’s potential for resistance to face adversity, which includes being born with or acquiring a disability throughout life. Both logotherapy, as well as the concept of resilience have in common the recognition of protective factors, and the transformation of difficulties into new opportunities, distancing itself from a pathological focus on deficits to prioritize potential mechanisms that every human being possesses when it comes to resistance and recovery. The perspective which encompasses a biological, psychological and spiritual view, and the logotherapy concepts of the meaning of suffering, the possibility of realization of values in any situation, the ability of human beings to distance themselves from problems, as well as the ability to self-transcend, offers the theoretical and practical reference for the pillars of resilience in persons with disabilities.
Anatomy of curriculum is described as the components that must be present in every curriculum that can be used for the learning process. They are objectives of the curriculum, materials of teaching, contents of the curriculum, strategies or methods, media and evaluation and improvement of teaching. These components are interconnected to one another. Each component has a content which is very important for the continuity of the curriculum. One of the most important parts of the curriculum is procces of learning as an empowering or enable the students. Thus, the need for active and participatory interaction between students and academic material or with a certain situation so that matter can be transformed into the learning experience of students.