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This briefing considers the roles of apprenticeship delivery features in the mental health and well-being (MHW) of apprentices in higher education, arguing that there is a need for empirical research in this area. This stems from the very little (if not no) attention that the area has received. Some of the recommended empirical investigations include whether or not the influence of the apprenticeship delivery features on the MHW of apprentices varies because of the differences in industries – for example, construction, environmental sciences and healthcare. If this is the case, to what extent is it applicable? There is also a need to understand the extent to which the personal characteristics of apprentices impact on their MHW. This study also shows that the MHW of apprentices is likely to improve if learning and teaching strategies in universities are better connected (or go hand-in-hand) with work-based learning or activities. However, this is subject to investigation. The proposed research will contribute to the limited knowledge relating to the mental health of future professionals (including apprentices) that are currently studying in higher-education institutions.

The Saudi Society of Clinical Pharmacy (SSCP) is a scientific and professional society in the field of clinical pharmacy that operates under the Saudi Commission for Health Specialties governance. The SSCP believes that there is a need to define and describe many aspects related to the clinical pharmacy profession in Saudi Arabia. Moreover, there is an increasing demand for promoting the concept of clinical pharmacy and developing a consensus regarding the scope of practice and clinical pharmacist's required postgraduate education and training in Saudi Arabia. This paper is intended to present several position statements by the SSCP that define the concept of clinical pharmacy, describe the required education and training, and highlight clinical pharmacists' scope of practice in Saudi Arabia. This paper calls for further investigations that examine the impact of clinical pharmacists on individual and population health levels.

Social scientists, teacher leaders, and academics, both Japanese and non-Japanese, have attempted to examine the phenomenon of unlicensed foreigners in the Japanese classroom environment. In an attempt to open a discourse on the intentions and subsequent failures of the JET programme, and to identify specific perceptions of Japanese teachers in relation to JET, a historical analysis of the JET programme coupled with a Likert Scale survey was utilized. In this ordinal scale survey, the opinions of both experienced Japanese teachers and inexperienced Japanese teachers on the challenges of working in conjunction with untrained foreign instructors during their career, were used to gauge teacher's attitudes and opinions. Results would suggest that teacher's with longer time in the field of education have stronger opinions towards untrained foreign educators in the classroom, while less experienced teachers are more apt to working with untrained foreign educators without expressing dissatisfaction. https://doi.org/10.26803/ijlter.20.7.7

Educating traffic knowledge and safe behaviours to children is an effective strategy for improving their traffic safety. However, due to the physical and cognitive limitations of children, implemen...

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

El presente artículo pretende realizar una reflexión sobre el recorrido por los fundamentos teóricos imprescindibles para la comprensión del enfoque metodológico de Aprendizaje Basado en Equipos (ABE), así como sus elementos esenciales, sus aspectos prácticos de implementación y una aproximación a antecedentes de investigaciones sobre la metodología. Se presenta además la narrativa de una experiencia particular en el marco de la formación del profesorado de química en el Instituto de Profesores Artigas (IPA) del Consejo de Formación en Educación (CFE), Montevideo, Uruguay y una pequeña investigación relacionada con ello. Finalmente se realiza una síntesis de discusión y conclusiones, en la que se destacan las bondades para la formación docente, así como la necesidad de profundizar en investigaciones que den mayor sustento a su aplicación.

Background: Medical educational training activity has been going on and is gaining momentum and upgrading with time. One of the important means by which this is done in our country is the basic medical education course and presently its revised versions. Objectives: We have to assess how far we have come close to our target or goal, what are the things we have actually achieved by it and what we have to achieve as yet. Materials and Methods: We tried to do this assessment not by conducting an objective test among faculty or a performance assessment by students, but by a study conducted among the faculty by means of a questionnaire which uses faculty perceptions as recorded voluntarily as a means to our study. A few of the faculty chose to personally discuss issues addressed in the questionnaire. Results and Conclusions: Majority of the faculty had a positive opinion, and definitely agreed that it is very effective, but insufficient to achieve the high aims it purports to achieve, because of insufficient training time, not being able to choose deeper reinforcement of what is interesting them, and devoting time towards only topics that appear to be of equal relevance to all, and not actually helping them along in what is of specific importance their speciality. Most of them thought that sufficient reinforcement of medical education training is an imperative issue. Keywords: Medical education training assessment, Reinforcement of medical teachers training, Dovetailing of training to suite the teacher, Faculty perception.

The management of human resources at the Secretariat of the Research and Development and Training Agency (a public organization that is identical to religious values) experiences problems because the importance of employee performance, employee engagement, and organizational behaviour are still below 75. This study aims to determine whether employee engagement and organizational citizenship behaviour positively and significantly impact employee performance. This research finds that employee engagement has a positive and significant impact on employee performance, while organizational citizenship behaviour has a negative and insignificant impact on employee performance. This research supports previous research, which states that employee engagement positively and significantly impacts employee performance. However, this research refutes previous research applied to private organizations, which states that organizational citizenship behaviour has a significant positive impact on employee performance.

Research Objectives - The purpose of this paper is to discuss conceptual work agreements that discuss the relationship between the following constructs: Education and Training, Commitment of PNS DPK LLDIKTI IV Lecturers in West Java and Banten. Data collection was a survey of a sample of Civil Servant Lecturers in LLDIKTI IV West Java and Banten. Structural equation modeling is used as a tool for analyze hypothetical relationships. Research limitations/ implications - This research is limited to PNS Regional Civil Servant Lecturers IV West Java and Banten, especially Lecturers who have Functional Position Lecturers. While these findings remain valid, they cannot be used for universal generalizations. This study has significant theoretical and implications. Findings - This paper offers original findings through the simultaneous inviting relationship between Education and Training, Competency of PNS Lecturer DPK LLDIKTI IV West Java and Banten

PurposeThe objective of this study is to explore the effects of financial literacy level and risk aversion on the saving behavior. The literature review showed dialectical results. Therefore, this study attempts to clarify the debatable of these results by studying the mediating effect of risk aversion on the relationships between demographics determinants and saving behavior moderated by the effect of the financial literacy level.Design/methodology/approachThe data were collected from the University of Normandy; the study sample included 516 respondents representing different segments of French households. The structural equation analysis was utilized to control the impact of financial literacy as a moderate variable and the risk aversion as a mediator variable among the link between sociodemographic factors and saving behavior.FindingsThe results demonstrated that there were significant effects of demographics factors on risk aversion. Moreover, financial literacy moderates the relationships between risk aversion and saving behavior.Research limitations/implicationsThe major limitation of this research is the small size of the study sample. This paper is restricted to French households. Future financial education training should cover the European context.Practical implicationsThis study provides further evidence that financial literacy should be considered an important factor for improving household well-being. The paper encourages governments and financial institutions to create a national financial education program.Originality/valueThis paper is the first attempt to employ a sample of low-income households after financial education training in the French context.

The aim of this research is to explore whether teaching basic financial concepts at schools helps to improve students’ ability to apply the knowledge and skills that they learn to real-life situations involving financial issues and decision making measured by a standardized financial literacy assessment. To do this, we exploit the rich set of comparative data about the countries participating in the PISA 2012 financial literacy module. Our empirical analysis is based on multilevel (hierarchical) regression modeling including country fixed effects. Our results suggest that the availability of financial education is positively and significantly related to students’ financial literacy, regardless of the strategy applied to teach financial concepts. Nevertheless, it has a very small influence compared to the major role played by other individual- and school-level factors. In addition, we find that students receiving courses taught by specialists from private institutions and non-governmental organizations achieve better results than others receiving financial education training from their teachers.

Traumatic brain injury (TBI) is unique among areas of eligibility for students with disabilities in federal special education legislation, not in what is assessed, but why the assessment is taking place. If not for the injury, most individuals with TBI would be unlikely to come to the attention of special educators. Few education training programs appear to allocate sufficient attention to the category, so we present background information regarding prevalence, recovery, and outcomes before summarizing advice from the literature regarding assessment of individuals with TBI in schools. Although educators are unlikely to be involved in the initial diagnosis of TBI, they can be important collaborators in promoting recovery or detecting a worsening condition. Almost every assessment tool available to educators is likely to be of value in this endeavor. These include both formal and informal approaches to assessment. Working with individuals with TBI requires sensitivity and compassion.

The childbirth education training course aims to help nurses establish the basic ability to care for pregnant women. However, in traditional teaching, it is often difficult for learners to distingu...

Chemical engineering education aims to equip students with both theoretical knowledge and hands-on capability to solve practical problems. At Imperial College London, this is practiced via three laboratory-based courses, which span over the first three years of the undergraduate curriculum. The Foundation, Knowledge and Discovery Laboratories were designed based on Kolb’s experiential learning theory as well as Vygotsky’s zone of proximal development. Although these courses intend to challenge students, appropriate scaffolding is in place to ensure a satisfactory learning experience across the spectrum of abilities. Assessment and survey results show that all students were capable of meeting the learning goals (>96% achieving satisfactory to excellent results in academic years 2014–2016), while a large majority is satisfied with the courses (>80% in academic years 2014–2016). The design and implementation of these courses are discussed to promote the exchange of good practices within the higher education community.

Introduction: Teaching disaster response medicine (DRM) to medical students requires considerable resources. We evaluate the effectiveness of e-learning in teaching emergency disaster response (ELITE-DR), a novel initiative, in educating medical students of the cognitive aspect of DRM.Methods: A prospective cross-sectional study among pre-clinical year medical students was carried out to determine their knowledge on DRM and perception regarding the ELITE-DR initiative using a validated online questionnaire. A three-part self-learning video covering the principles and medical management of DRM were distributed before answering the questionnaire served as the training.Results: A total of 168 students participated in the study. Their overall knowledge showed a significant increase in between pre-and-post-interventions. Recall and simple decision-making knowledge aspects were better than complex decision-making knowledge. It appeared that participants assimilate knowledge better from visual rather than audio stimuli. Participants with high perception-scores demonstrated better knowledge-scores. However, e-learning was not preferred as a substitute for face-to-face (F2F) teaching.Conclusion: ELITE-DR shows promise in teaching DRM. Simple recall and comprehension levels of knowledge were well-served through this technique. However, for more complex decision-making knowledge, a different approach might be required. ELITE-DR offers flexibility, accessibility, and personalized learning. The content presentation is improved by using several different visual stimuli. This approach is useful for cognitive aspect learning, but it should not replace standard F2F teaching.

Recent evidence shows that adolescents across the globe are increasingly encountering hateful material on the Internet. However, the factors that lead adolescents to fall victim to cyberhate are still not well understood. To address this gap in the literature and assist media education campaigns in developing theoretically-grounded prevention programs, the present study utilizes Routine Activity Theory to investigate whether witnessing cyberhate (exposure to motivated offenders), parental mediation of Internet use (capable guardianship), and adolescents' online disclosure of private information (target suitability) predict cyberhate victimization among adolescents. Participants consisted of 6829 adolescents ranging in age from 12 to 18 (Mage = 14.93; SD = 1.64) from Cyprus, Germany, Greece, India, South Korea, Spain, Thailand, and the United States. Results showed that witnessing cyberhate was positively correlated with cyberhate victimization. Further, instructive parental mediation was negatively associated with cyberhate victimization, while restrictive parental mediation demonstrated the opposite effect, suggesting that the form of parental mediation matters when attempting to reduce adolescents’ risk for cyberhate victimization. Finally, online disclosure was positively associated with cyberhate victimization. Consequently, the present investigation confirms the usefulness of applying Routine Activity Theory to cyberhate victimization. Furthermore, the findings highlight the need for effective prevention programs. Based on the findings of this study, media education training that equips adolescents with the skills they need to manage cyberhate experiences, increase their critical attitudes about private information they share online, and inform parents to use effective mediation strategies to diminish dangers associated with cyberhate is suggested.

Using a case study, authors discuss an example of a leadership education training program that comprises a rich diversity of people in terms of background experiences. Participants include maternal and child health providers, family members of children with developmental disabilities, graduate/doctoral students, educational service providers, and adults with disabilities. This program engages partners in disability-related advocacy and social justice on the ground in the US Caribbean. The chapter focuses on critical approaches to paternalistic/authoritarian and Eurocentric views of disability, as well as other forms of service provision for individuals with disabilities and their families. In addition, it will highlight the way in which the leadership education training program engages program participants in anti-oppressive and equity instruction, mentoring, and internship opportunities.

The clarification of the current priorities in the state policy on inclusive education caused the revision of the existing experience of co-education and co-upbringing. The work of the Smolensk regional school for the blind during 1925–1927 is of special importance in this context. In this article, the author analyzes the inclusive education experiment conducted by Boris Ignatiyevich Kovalenko, one of the pioneers in Russian tiflopedagogics. The Smolensk inclusion experiment comprised the practical training at the brush and sewing workshops and the classroom work at the school for the blind and visually impaired. The author presents the key conclusions made based upon the results of the experiment. These include the therapeutical education training for teachers, vocational training with the opportunity to sell the products at the market, material motivation for students, differentiated load for students with various degrees of the disability, limited numbers of students in classes, and monetary support from the government. The experiment took place almost a hundred years ago, but its results are relevant up to this date. The author provides evidence that the co-education was useful for both the healthy students who got the vocational training and learned about the education of the blind and the blind students who received help from their sighted peers. The archive materials are published for the first time.

The developing grammatical competence in teaching Russian as a foreign language foreign student at the stage of pre-higher education training is one of the most important tasks facing linguodidactics. The success of mastering Russian as a foreign language depends on the level of grammatical competence. Knowledge of grammar contributes to better mastering of Russian as a foreign language. The article defines the terminological status of competence, examines its correlation with such categories as linguistic competence, foreign language communicative competence, etc. There are described the principles of selection of educational material. There are highlighted the stages of work on communicative competence.

In this paper, we have reflected on how drama training and drama experiences have helped us in our own journeys as educators and how the artform has invited learners into new communities and collab...

English for Office is one of the programs that is conducted by Balai Latihan Kerja (or BLK for short) or Vocational and Education Training Center (VETC) in Kajen, Pekalongan. BLKhas30 students who prepare their English to work at offices. The English materials are supplied by BLK staff. This paper aims at finding out errors and interlanguage phenomena which occur in the English for Office material used at BLK training. The data were collected by observing the English for Office material at BLK. The result shows that the English for Office materialsat BLKhave grammatical errors, inter-language issues, and sentence or item ambiguity. The grammatical errors consist of misused forms and ambiguous words. From the study, it can be recommended that there should be a proofreading and try out process in order that the materials have met quality control conditions.

Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of practitioners who have used active supervision in classrooms that include students with challenging behavior.

High-probability request sequence (HPRS) is a low-intensity strategy designed to increase student compliance by creating behavioral momentum. Momentum is established by providing three to five requests that a noncompliant student is most likely to do followed quickly by a less preferred request. Herein, we describe a step-by-step process for using HPRS in schools. Throughout, we offer lessons from practitioners who have used HPRS with students, including those at risk for emotional and behavioral disorders.

Background: We developed and implemented the Substance Abuse Research Education and Training (SARET) program for medical, dental, nursing, and social work students to address the dearth of health professionals pursuing research and careers in substance use disorders (SUD). SARET has 2 main components: (1) a novel online curriculum addressing core SUD research topics, to reach a large number of students; (2) a mentored summer research experience for in-depth exposure. Methods: Modules were integrated into the curricula of the lead institution, and of 5 external schools. We assessed the number of Web modules completed and their effect on students’ interest in SUD research. We also assessed the impact of the mentorship experience on participants’ attitudes and early career trajectories, including current involvement in SUD research. Results: Since 2008, over 24,000 modules have been completed by approximately 9700 individuals. In addition to integration of the modules into curricula at the lead institution, all 5 health-professional partner schools integrated at least 1 module and approximately 5500 modules were completed by individuals outside the lead institution. We found an increase in interest in SUD research after completion of the modules for students in all 4 disciplines. From 2008 to 2015, 76 students completed summer mentorships; 8 students completed year-long mentorships; 13 published in SUD-related journals, 18 presented at national conferences, and 3 are actively engaged in SUD-related research. Mentorship participants reported a positive influence on their attitudes towards SUD-related clinical care, research, and interprofessional collaboration, leading in some cases to changes in career plans. Conclusions: A modular curriculum that stimulates clinical and research interest in SUD can be successfully integrated into medical, dental, nursing, and social work curricula. The SARET program of mentored research participation fostered early research successes and influenced career choice of some participants. Longer-term follow-up will enable us to assess more distal careers of the program.

Prior research suggests there is a link between child maltreatment and out of home care and both adult crime and juvenile delinquency. Using a bevy of administrative data, this article investigates potential risk and protective factors of youth (n = 1420) who aged out of foster care without legal permanency in a southwestern state. Findings show that common correlates of crime such as gender, previous delinquency, mental illness and placement instability while in care significantly increase the odds of having a felony adjudication and criminal involvement. Results also suggest that the odds of a felony adjudication are lower among youth who access education training vouchers. This article contributes to previous research through its use of administrative data to support previous findings and by highlighting the negative influence of excessive placements while in care.

We developed this special issue, Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know, for Beyond Behavior as a resource for educators and parents. Each article provides easy-to-access resources for readers to learn about effective, efficient, low-intensity strategies to support student engagement and limit challenging behavior. In this introductory article, we provide a rationale for focusing on these low-intensity strategies and an overview of the features of each article to follow.

Instructional choice is a practical strategy for increasing student engagement and decreasing challenging behavior. In this article, we describe a step-by-step process for incorporating instructional choice into classroom activities, with teaching tips to assist with successful implementation. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners and students who have used instructional choice in classrooms that include students at risk for emotional and behavioral disorders.

The purpose of this study was to analyze the effect of compensation, organizational culture, education/training on work motivation both individually and collectively together and to analyze the effect of compensation, motivation, education/training on performance either individually or jointly, as well as to analyze the effect of compensation, organizational culture, education/training on performance through motivation to work at Hotel Sofyan Betawi, Cut Meutia, Jakarta.The population consisted of all employees, as many as 80 people. Using census sampling techniques to the overall population of 80 people or respondents, data collection was conducted using questionnaires, while data analysis using path analysis or path analysis were processed using SPSS 16 software. The results showed that: (1) Compensation and organizational culture had no significant effect on work motivation, while education/training has significant effect on work motivation, (2) Compensation, organizational culture, education/training jointly significant effect on motivation, (3) Compensation does not significantly affect the performance of the employee, while the motivation and education/training significantly affect performance, (4) compensation, motivation, education/training jointly significant effect on performance, (5) Compensation, organizational culture, education/training has positive influence on performance through motivation.