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We explored student and industry supervisors' experiences of virtual work-integrated learning (vWIL) health promotion placements during the COVID-19 pandemic. Using a descriptive phenomenological qualitative methodology, we conducted semi-structured interviews with eight students and eight supervisors of undergraduate health promotion–related placements at community, not-for-profit and government organizations. We asked participants about the aspects of their placement they found most enjoyable and challenging, their preparation, workload, and thoughts on placement structure. We audio-recorded and had the interviews transcribed. Our thematic analyses revealed four key themes: (1) the impact of COVID-19 on work and study, (2) benefits of vWIL (real-world application and career clarification, transcending barriers and saving time, and feeling less intimidated), (3) challenges of vWIL (experiencing workplace culture, providing support and guidance to students, and relationship building), and (4) recommendations on the evolution of vWIL (increased preparation and consider a hybrid model). Our findings suggest that vWIL is a viable and sound mode of delivery for health promotion–related placements, particularly in situations that inhibit face-to-face learning. It has the capacity to enhance the work-readiness of health promotion graduates while adding flexibility to professional preparation workplace-based training programs, providing opportunity for capacity building locally across rural and remote areas, as well as globally. Future research should examine the effectiveness, practicality, and feasibility of implementing placements across different models including face-to-face, virtual and hybrid. [ABSTRACT FROM AUTHOR]

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The implementation of inclusive education depends on teachers’ attitudes towards children with special needs. In 2022, a kindergarten survey was carried out, which included the topic of inclusive education. A total of 918 teachers across Estonia participated in the survey. The study aimed to map preschool teachers’ attitudes towards children with special needs and inclusive education and determine how teachers evaluate their knowledge of implementing inclusive education. Kindergarten teachers tended to favour inclusion: they agreed they could include children with special needs in leisure and learning activities. However, they found difficulties mainly with children with behavioural problems and identified other difficult situations that arise with children with special needs in the mainstream group. Most teachers with a professional education said they had the knowledge and skills to deal with children with special needs. However, teachers without a professional education could not say the same.

At Te Kunenga ki Pūrehuroa (Massey University), Aotearoa New Zealand, we have declared our stance as a Te Tiriti o Waitangi-led institution. This necessitates the embodiment and enactment of the principles and provisions of Te Tiriti o Waitangi and the embedding of Indigenous Māori knowledge, values and belief systems in curriculum design and implementation. This article outlines the beginning of our journey toward indigenizing our postgraduate public health curriculum at Te Kunenga ki Pūrehuroa. We describe the redevelopment of the Master of Public Health curriculum that embeds mātauranga Māori (Māori knowledge), te reo Māori (Māori language), tikanga Māori (Māori values and belief systems), and Māori pedagogy (culturally sustaining teaching and learning practices). Here, we focus on how curriculum redevelopment and pedagogy have enabled the utility of Māori knowledge and processes to be reflected at every level of the program and give life and relevancy to Te Tiriti o Waitangi. Te Tiriti o Waitangi guides our teaching practice and ensures that students can safely develop their confidence in Māori ways of knowing, being, and doing to effectively partner with Māori as Tangata Whenua. Our program aims to produce agentic graduates who are champions and advocates for Māori aspirations in health. [ABSTRACT FROM AUTHOR]

The Association on Higher Education and Disability's (AHEAD) Professional Competencies (formerly Professional Standards) serve as a guiding document for professionals in the disability resources field. The Professional Competencies are aligned with, and informed by, the Council for the Advancement of Standards (CAS) Standards and Guidelines for Disability Resources and Services (Council for the Advancement of Standards, 2023). The Professional Competencies were revised in 2022 by an institutionally and demographically diverse task force appointed by the AHEAD Board of Directors. Accompanying key attributes were written with the goal of being applicable to professionals holding various roles at a variety of institution types. The Competencies, when utilized by disability resources professionals to grow their own professional knowledge, skills, and traits, support the work of facilitating equitable access and ensuring equal opportunity for disabled people. This article will describe the background, methodology, and results of updating the Professional Standards to the Professional Competencies, including explanation of themes and application of the Competencies for practitioners. Furthermore, the correspondence between the Competencies and the 2021 AHEAD Program Standards are discussed to equate the individualized work professionals do in each of the Competencies to what AHEAD has defined as best practice for disability offices. [ABSTRACT FROM AUTHOR]

While the idea that student-athletes have access to "everything and more" may be true in some respects (e.g., Umbach et al., 2006), this can be a misconception as well, as athletes must also contend with things like stereotype threat (English & Kruger, 2020) and time constraints (Tull, 2009). Consequently, when assessing the purported benefits associated with being a student-athlete one must consider the environment contextually and assess both benefits and constraints. Therefore, in order to better understand the underlying themes that influence student-athletes to participate in engaged learning practices, this study adopts a qualitative research design to assess student-athlete participation in high impact practices (HIPs) and the impact of significant others on their decision-making process. Ten student-athletes, representing both women's and men's sports, participated in semi-structured, in-depth, 30-60-minute interviews (Gubrium & Holstein, 2002; Holstein & Gubrium, 2003, 2012). In addition to recognizing that the student-athletes did not participate in HIPs unless they were mandated by the University or their individual course of study, two primary themes (Relationships and Constraints) and five sub-themes (Trust, Respect, and Messaging and Disconnect and Time, respectively), were identified regarding student-athlete's perceptions of the role that significant others do, or can, play in their decision-making process. [ABSTRACT FROM AUTHOR]

The article examines students’ key skills necessary for an independent development of a pedagogical situation in Bulgarian in the kindergarten. It is indicated that the successful execution of this task largely depends on the ability of the students to get familiar with the content of the educational documentation, to properly prepare informational materials related to the educational work and to communicate with the parents. The combination of knowledge, skills and attitudes that fall within the framework of the competence approach, engaging the students with an active role in the educational process, is analysed. An exemplary framework is set regarding the essential methodical elements, necessary for the successful development of a pedagogical situation in Bulgarian and literature, which assists future teachers in their practical work and boosts their confidence when participating in current and state practice. [ABSTRACT FROM AUTHOR]

Digital data play an increasingly important role in how we understand the present and the past. The challenges inherent in understanding and using digital data are as intellectually demanding as any other archaeological research endeavor. For these reasons, data management cannot be regarded as a simple compliance or technical issue. For data to be meaningfully preserved and used in intellectually rigorous ways, they need to be integrated fully into all aspects of archaeological practice, including ethics, teaching, and publishing. In this review, we highlight some of the significant and multifaceted challenges involved in managing data, including documentation, training, methodology, data modeling, trust, and ethical concerns. We then focus on the importance of building data literacy broadly among archaeologists so that we can manage and communicate the data our discipline creates. This involves more than learning to use a new tool or finding a data manager for one's excavation or survey. Long-term, responsible stewardship of data requires understanding the workflows and human roles in data management. Putting effort now into thoughtful data management and broad data-literacy training means we will be able to make the most of the “bigger” data that archaeologists now produce. An important aspect of this reorientation will be to look beyond the boundaries of our own research projects and information systems. Future research, teaching, and public engagement needs will also compel us to explore how our data articulates with wider contexts—within and beyond our discipline.

The purpose of this study was to determine expert consensus regarding the essential characteristics of adapted physical education practicum experiences for preservice physical educators. Researchers used a 3-round Delphi procedure involving the repeated circulation of an online questionnaire to a panel of content experts (N = 24). During Round 1, panelists generated 70 items in response to an open-ended prompt. Then, panelists rated these recommendations on importance and feasibility in the following rounds. After the third round, 23 items were eliminated for failing to reach consensus. Of the remaining 47 items, 24 were both very important and feasible (both means >6), 21 were very important (mean ≥ 6) and probably feasible (mean ≥ 5), and 2 were feasible (mean ≥ 6) and moderately important (mean ≥ 5). Four major themes were identified through a post hoc qualitative cluster analysis: program context, teaching and learning activities, outcomes/soft skills, and evaluation of instructor performance. [ABSTRACT FROM AUTHOR]

Our climate emergency is changing health promotion practice, and we need to increase our efforts. In the 20 years since our journal was published, we have witnessed the pressing challenges incurred by human-caused threats to planetary health. These threats are most profound in communities that are already unjustly under threat from structural factors such as poverty, toxic exposures, and inequitable allocation of resources for promoting their health. Those least responsible for contributing to this emergency, including all living environments in harm's way, will unjustly experience the greatest burdens. This commentary calls for health promotion practice to engage in system change and action in the struggle for climate justice by adopting a planetary health perspective. There must be a just transition from extractive to regenerative economies and actions. We describe our own journey as researchers and health practitioners toward this call for action. We propose a series of system change actions in social, environmental, political, health systems, and health profession education within the scope and responsibility of health promotion practice. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research in E-Learning is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An important aspect of preparing students for Recreation(al) Therapy/Therapeutic Recreation (RT) professional practice is fieldwork education. In this study, fieldwork education was defined as a learning opportunity for RT students to develop practice competencies through hands-on experiences in applied RT service settings. Previous research has indicated the unanimous desire of stakeholders within the profession to improve the quality and consistency of RT education, particularly regarding fieldwork education experiences. This three-part study sought to develop a better understanding of the scope of RT fieldwork education within and across RT academic programs. Using a cross-sectional survey of academic programs, this study found that various types, amounts, guiding frameworks, and structures of fieldwork experiences existed. This article discusses implications such as the need for a guiding framework or model beyond following the minimum credentialing requirements, increased consistency of support provided by program faculty and staff, improved accreditation standards related to fieldwork, and how a consensus from the field on adoption of accreditation requirements could support consistency of fieldwork education. [ABSTRACT FROM AUTHOR]

The article studies the issue of creation and productive functioning of the educational environment of a higher education institution, which is a resource in the formation of the future teachers’ professional competence and the creative activity style as essential characteristics of the pedagogical professionalism. The article aims to reveal the possibilities of the information and cognitive environment in the person’s professional formation and to substantiate the conceptual provisions of using its resources to ensure the quality of future teachers’ professional preparation for professional activities. The methods of analysis, modelling and interpolation of the environmental approach provisions to the construction of the informational and cognitive environment of the higher pedagogical education institution have been applied in the study. It has been shown, the information and cognitive environment is a set of conditions that ensure the productivity of future teachers’ professional and creative growth based on the use of various information sources and cognitive technologies that stimulate students’ mastery by professional competences, the development of their cognitive abilities and readiness to apply the resource opportunities of pedagogical design in creating an atmosphere of scientific research, working up of original programs and projects, the creative performance of professional functions. The functions of the informational and cognitive environment have been characterized. Among them: integrative function, which contributes to the influence of all environmental circumstances on the coordination of actors’ goals, motives, attitudes, aspirations and ways of interaction in the educational process; value-formative function, which is aimed at the formation of professional and pedagogical values; interactive function, which is ensuring the interrelation of the capabilities of the educational subjects and pedagogical design in creating a positive emotional atmosphere and psychological comfort; developmental function, which is aimed at shaping a creative activity style, and educational and upbringing function providing conditions for the formation the future teachers’ informational and cognitive readiness for productive pedagogical activity. The possibilities of the event-role situation have been established. It has been shown, an event-role situation is an important unit of the environment, a reserve for improving the quality of the educational process in the university and training competitive specialists for the pedagogical area capable of creative professional pedagogical activity. The pedagogical terms for the productivity of the information and cognitive environment in establishing emotionally favourable circumstances and psychological comfort for the development of students’ professional abilities, creative thinking, active professional position and a creative style of activity, have been reasoned. It has been emphasized that the factors of future teachers’ professional development are the guidance on professional and personal evolution, active participation in professionally orientated event-role situations and the educational dialogue as means of pedagogical interaction, cooperation and co-creation. It has been concluded that the information and cognitive environment affects the quality of the implementation of new requirements for pedagogical professionalism in the university education system, the formation of the main characteristics of the future teachers’ professional competence including its conceptual, instrumental, integrative, contextual, adaptive aspects and the ability for the interpersonal communication.

The study aims to identify the factors that have contributed in the student teacher's professional preparation through the students' attitudes towards pedagogical practice. The study is quantitative based on the descriptive-correlative design. The instrument used for data collection is the questionnaire. The respondents that participated in the research are students from two study programmes (Primary and Preschool) in the University of Prishtina "Hasan Prishtina" and also students of two programmes (Preschool and Primary) in the University of Gjilan "Kadri Zeka". The total of the respondents in the research is N=280 students. The results from Pearson's correlation show very strong positive correlations between students' opportunities to practice their knowledge with preschool and primary students, favourable school environment and their support from mentor teachers. The results also reflect other factors that contribute to the professional preparation of student teachers such as: the sufficiency of the days/hours of pedagogical practices, the subjects that have contributed to their professional knowledge, the challenges they have encountered during the pedagogical practices, as well as the satisfaction they have experienced during their studies. The research is important as it identifies and describes the factors that contribute to the professional preparation of student teachers. [ABSTRACT FROM AUTHOR]

Background. It is challenging for junior public health investigators who identify as Black, Indigenous, or People of Color (BIPOC) to secure funding for projects and research. We used a narrative inquiry approach to understand and present the funding cascade from the perspectives of female, junior BIPOC researchers and provide funders with actionable recommendations to advance their antiracist goals. Approach. We applied a Critical Race Theory (CRT) framework to guide our narrative inquiry approach. The participants were the four co-authors and we each drafted individual narratives around our experience with the funding cascade and subsequently the five stages of narrative analysis. Results. We created a visual representation of key activities for funders and applicants organized by our perceived magnitude of inequities in a journey map, an interpreter table that describes common phrases and barriers encountered, and a composite counternarrative presented as a group text message conversation, elevating common themes including feeling pressured to have our research agendas conform to funders' interests and receiving limited key information and support in the funding process. Discussion. We discussed how our findings represented manifestations of White supremacy characteristics like power hoarding and paternalism. Implications for practice. We offered specific antidotes for funding organizations to make their processes more antiracist and invited leaders of public health funding organizations to join us to further identify antidotes and share lessons learned in Fall 2023. [ABSTRACT FROM AUTHOR]

Featuring the perspectives of 15 sorority and fraternity life (SFL) professionals, this qualitative study highlights the challenges culturally based sororities and fraternities face on college campuses. Guided by a framework grounded in concepts of organizational culture, findings revealed three issues that culturally based SFL organizations encounter: a predominant emphasis on historically white sororities and fraternities in SFL communities, a lack of human and financial capital, as well as inadequate advisor support and training. Implications for research and practice are offered. [ABSTRACT FROM AUTHOR]

This qualitative narrative inquiry examined the professional preparation of sorority and fraternity (SFL) professionals working with culturally-based sororities and fraternities. Using narratives drawn from 15 professionals and guided by our conceptual framework, we unpacked important findings in terms of ways participants referenced their limited educational experiences, how they navigated learning within the confines of their professional roles, and distinctions in the value that professional associations and networks offered them. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Objectives To clarify the factors that influence the individual’s career orientation and professional fulfillment of cadets, which can be deeply personal as well as dictated and conditioned by the external environment. Methods A Survey of trainee opinion in the professional field of Administration and Management at the National Military University. Results The study focuses on the socio-demographic and educational aspects of the need for training in the professional field of Administration and Management, following the example of the Department of Security Logistics, National Military University, Bulgaria. Respondents in the survey were 164 trainees from 5 consecutive years of study in the Bachelor's degree program in the professional field of “Military Affairs”. Conclusions It is necessary to direct its efforts to recruit future trainees mainly from secondary schools, vocational high schools of economics and vocational high schools of mechanical and electrical engineering, trainees from families with low- and middle-income, trainees with strong personal motivation to practice the military profession, trainees who achieve high results in their education. The information channels for accessing better, timely and reliable information about the applying process and training at the Vasil Levski National Military University should be expanded using social networks, media and more information campaigns in schools. To a large extent, parental opinion about trainees’ choice of the military profession, also has an influence which was found to be very positive.

In order to compensate for a demise in New Zealand's pre-service teacher training, particularly in health and physical education (HPE), a work-integrated learning (WIL) course was added to a Bachelor of Sport and Exercise curriculum. This exploratory research provides insights into the outcomes of twenty-nine final year undergraduate PE students' involvement in teaching, coaching and management of school sports events and activities. The impact of initiatives resulted in enhanced participation, opportunities and engagement in physical education and sport activity for a range of children. Themes emerged from content analysis of student perceptions of individual's learning outcomes. WIL opportunities enabled students to build self-efficacy and career capability despite the COVID-19 restrictions and lockdowns. Findings indicated that from the students' perspectives, school-based initiatives enriched career capability, whilst also requiring adaptability, flexibility and resilience. The WIL experience enabled development of transferable skills and attributes in preparation for pre-service teacher training. [ABSTRACT FROM AUTHOR]

The subject of the research is theoretical and practical questions of the components of the formation of communicative competence of the future specialists of the service sector and restaurant business. The purpose of the research is analyzed of the main scientific approaches to the interpretation of the concept of «communicative competence« and its components, and also determined of the content of creative objectives of different aspects, due to which the communicative competence of future specialists of the service sector and hotel-restaurant business are considered in it. Research methods. The methods of theoretical generalization and comparison, system analysis are applied in the article. The result of the work. The number of products sold attracted by the tourism industry depends on the communicative abilities of each employee, the tourism and satisfaction with the quality of service. Implementation such tasks need of the high level of communicative staff skills. It should be noted that in the last decade there is a significant scientific interest in the problem of communicative competence of tourism business workers as an important attribute of their professionalism. Such competence is considered as a complex of » psychological contact», appropriateness of communication style, the ability to actively listen, creative approach and situational adaptability, contextual knowledge, emotional balance of behavior. Field of using result. The result of this research can be used to the study of the field of study of business communication in the preparation of modern specialists of service sector in the establishments of higher education. Conclusions. In the conditions of modern educational process, the teacher of professional education must have a high of level culture of pedagogical communication, because professional communication is a base of his professional activities. Knowledge of foreign languages when working with foreign partners requires the skill of special communicative skills during communication. Communicative orientation of the training process of professional foreign language in tourist is determined by two main factors: the existence of motivation and existence of the transfer of speech skills in the sphere of their practical application.

The article reveals modern approaches to the implementation of projects of corporate socially responsible entrepreneurship in educational institutions. The author analyzes the main trends of university training for masters in the development and implementation of strategies for corporate socially responsible entrepreneurship in the conditions of foreign Universities. The article presents methodological guidelines for the organization of the educational process of socially responsible education managers.

In the intensely developing information society, the education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on the content and modalities of the formation of digital competence in pre-service teachers. This article - considers which components the digital competences of the new generations of teachers should contain and how this area can be effectively developed within academic education. The article is the result of interviews conducted with 35 experts (recognized scholars in the field of media pedagogy) from North and South America, Africa, Australia and Oceania, Asia, and Europe. Qualitative interviews using the Delphi methodology were conducted between June and September 2022. Using grounded theory principles, it was noted that there is a need to modify pre-service teachers' curricula in the following areas: creating, retrieving and managing digital content; integrating ICT into subject content; developing soft skills; enhancing interactivity in the classroom; social aspects of ICT; distance learning; new socio-technical processes; advanced digital competencies; predictive learning; analysing the impact of ICT on human life; data protection; e-risks; low digital competencies; understanding media messaging; and supporting people with disabilities., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

The theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. [ABSTRACT FROM AUTHOR]

The article presents an original model for professional preparation of future socionomists for cross-cultural communication in a multilingual environment of higher education institutions in countries of the Danube region. The authors describe the main trends in the internationalization of humanitarian universities. Innovative approaches to formal, non-formal and informal learning of future masters and postgraduate students to use cross-cultural communication skills in multilingual groups are proposed.

This study investigated the current practice of learning, teaching and assessment in science, particularly in classrooms at primary level in a division of Bangladesh. In addition, this study also focused on the role of DPEd program in the development of the professional preparation of teachers' for improving their quality of science teaching. For the purpose of this study, a mixed method research design which used both quantitative and qualitative method to gather and analyse data. A random stratified sampling process was used to select 150 primary science teachers and 60 students in grade 5 (10 + years) students for collecting quantitative data while a purposeful sampling process was used for qualitative inquiry. Qualitative data was obtained through analysis of the national documents and the interviews of Head teachers of primary schools, Assistant Upazila (Sub-district) Education Officers and Instructors of Primary Training Institutes (PTI) and Upazila Resource Centers. Quantitative data was analysed by using descriptive statistics and qualitative data was transcribed and labelled into emerging themes. A triangulation technique was used to establish the findings of this study. The findings of this study revealed that the present practice of learning and teaching science is mostly teacher centred with little active pupil participation, limited opportunity for hands on activity and discussion. The major barriers for teachers' to teach science effectively were large class sizes, insufficient materials, lack of teacher's knowledge and skills, absence of assessment for learning strategies, inadequate opportunities for professional development and poor quality of support from the stakeholders. The current DPEd program has consist of limited focus on hands of activities, insufficient learning assessment capacity of the PTI instructors, and a lack of teacher monitoring in placement schools during training. The basic recommendation suggested by this research is to enhance the use of an inquiry oriented science learning and teaching approach with associated assessment for learning strategies for ensuring the quality of science learning and teaching. For preparing a better quality teacher, ensuring subject based training and to review the current teacher training program is further suggested. The result of this study can be used for future development of science learning and teaching practice at elementary level in Bangladesh and similar other developing countries.

Game technologies allow bringing the educational process as close as possible to professional activities, activating the cognitive interest of students in the study of professional disciplines. The purpose of the article is to analyze the experience of implementing gaming technologies in the preparation of students of higher educational institutions to increase their motivation for learning. Game technologies are a set of methods and techniques for organizing the educational process in the form of various games that stimulate cognitive activity. They allow you to simulate a real workflow and consolidate theoretical material. Motivation is defined as a set of internal motivations that explain the student's behavior, orientation and activity in the educational process. Motivation acts as a continuous choice and decision-making based on weighing behavioral alternatives. The article presents a study of the impact of gaming technology on changing students' motivation. As a tool for the study of motivation, we used Dubovitskaya methodology for the diagnosis of motivation. The study reflects the impact of gaming technology on changing student motivation. The implementation of gaming technologies in the training of students of a higher educational institution helps to increase the motivation of students to study professional disciplines, the formation of professional competence. [ABSTRACT FROM AUTHOR]

High requirements to quality of professional preparation of university students of linguistic departments at distant learning open wide access to the educational and educational resources that give possibilities to great students’ activity and fundamentally new means of their studies. The purpose of the article is to reveal the content of innovative teaching methods in the process of distant learning for the formation of the professional competence to university students of linguistic departments in theoretical course of the English language. A great number of research workers have been involved in the study of different problems of theory and practice of distant learning to university students of linguistic departments, but the problem must be investigated deeper at the present situation with Covid 19.The article emphasizes the need to find the ways to integrate the latest technologies into the distant learning process. Emphasis is placed on innovative learning technologies that have been successfully implemented in the present day educational process. The use of the Internet and computer technologies in the process of teaching English to university students of linguistic departments will increase students’ interest and motivation for learning, their communicative competence. The article deals with the peculiarities of using the Internet and computer technologies, modern platforms and programmes in teaching English at the process of distant learning. The article contains descriptions of such modern platforms as Zoom, GoogleClassroom, LearningApps and such programmes as English Audio Books, English Stories (Offline), Practice English Speaking та English Speaking PracticeApp, as well as the possibilities of their use in the process of teaching speaking, listening comprehension, reading and writing to university students of linguistic departments. All of the programs and online resources described in the article are free and accessible to an English teacher. The teacher can use a certain set of Internet resources, but also to create the own materials necessary for learning. [ABSTRACT FROM AUTHOR]

The National Physical Activity Plan, as well as professional and government agencies (NASPE, 2008a; US Department of Health and Human Services, 2000) acknowledge pre-kindergarten (pre-K) children should be part of comprehensive school physical activity initiatives anchored in quality physical education programming. These recommendations come at a time when (a) state funded pre-K enrollments in 2010 exceeded more than 1.2 million children, (b) states are granting universal access to pre-K educational programming, and (c) there is a rapid increase in obesity among our nation's youngest children. Accordingly, physical education teacher education faculty may need to re-evaluate the extent to which graduates are prepared for delivering physical education programming to a younger group of learners. The article will examine the increasing prevalence of pre-K children in public schools, teacher preparation initiatives and concerns, and provide recommendations for preparing preservice physical education teachers. [ABSTRACT FROM AUTHOR]

Introduction. The Health Education Specialist Practice Analysis II 2020 (HESPA II 2020) described the contemporary practice of health education specialists across work settings at entry and advanced levels. The purpose of the HESPA II 2020 manuscript was to report the research process and resulting data associated with the HESPA II 2020 and to provide recommendations for future practice analyses in health education. Method. Two data collection instruments were developed with the assistance of a 17-member Health Education Practice Panel to survey practicing health education specialists on the knowledge and skills needed in their ongoing roles. The instruments were designed to assess the degree to which the elements of the model had importance to practice (Importance), how often health education specialists performed the elements of the model (Frequency), and the point in time that health education specialists were expected to perform the various elements of the model (Performance Expectation). Composite scores for Sub-Competencies were calculated and subgroup comparisons were conducted to distinguish between levels of practice. Results. A total of 3,851 health education specialists provided usable responses. The final validated hierarchical model included eight Areas of Responsibility, 35 Competencies, and 193 Sub-Competencies. Of the Sub-Competencies, 114 were Entry level, 59 Advanced 1 level, and 20 Advanced 2 level. In addition, 145 knowledge items were verified. Discussion. HESPA II 2020 produced a validated hierarchical model descriptive of current practice of health education specialists across work settings. The results have implications for professional preparation, professional development, and certification. [ABSTRACT FROM AUTHOR]

Speech-language pathologists (SLPs) are likely to interact with members of the LGBTQ+ community as clients, co-workers, and caregivers; however, SLPs may not be fully prepared to work effectively with this diverse population due to lack of exposure within professional preparation programs. This article will focus on the impact of faculty-student collaboration to increase LGBTQ+ inclusivity in the classroom and curriculum. Reflections of interactions between students and faculty in a professional preparation program in speech-language pathology are used to highlight how the misuse of pronouns can create a sense of invisibility and further marginalization for some individuals. The authors provide strategies to increase LGBTQ+ inclusivity in the classroom and curriculum. [ABSTRACT FROM AUTHOR]

Context: Transition to practice is a pivotal period in an athletic trainer's (AT) career that includes higher-than-average jobrelated stress due to many changes. Objective: To assess how early-career ATs from professional master's athletic training programs (PMATP) developed professional responsibility during their transition to practice. Design: Cross-sectional study. Setting: Web-based survey. Patients or Other Participants: A total of 137 participants who graduated from a PMATP and who were board certified from 2016 to 2018 completed the study. Intervention(s): The Web-based survey asked which transition-to-practice tactics were used, if they were helpful, and how they were helpful with respect to preparation (formal coursework and clinical experiences), orientation, and mentorship. Main Outcome Measure(s): We calculated frequencies for each tactic in transition to practice, the tactic's helpfulness, and what the tactic specifically aided during the participant's transition. Results: Overall, 78.8% (108/137) of participants perceived their PMATP prepared them to transition to practice. Regarding formal coursework, the majority indicated they discussed professional behaviors (78.1%, 107/137), which was very helpful (43.9%, 47/107) in developing professional communication (70.1%, 96/137). The most frequent tactics in clinical experiences included being encouraged to make patient-care decisions (82.5%, 113/137, extremely helpful = 76.1%, 86/113) and being provided feedback about performance (81.8%, 112/137, extremely helpful = 76.1%, 86/113), which developed confidence (75.9%, 104/137). Few participants (24.1%, 33/137) indicated they were exposed to formal orientation. Almost half reported having informal orientation by learning on the job (39.4%, 54/137). Few participants were assigned a mentor (25.5%, 35/137); those who were indicated that the mentor was extremely helpful (40.0%, 14/35) for understanding the role of an AT. Conclusions: Early-career ATs perceived that their PMATP, informal orientation, and unassigned mentors were helpful in developing professional responsibility. Often these tactics were effective at developing confidence, but other tactics may be necessary to assist role understanding, managing patient load and administrative duties, and resolving conflicts. [ABSTRACT FROM AUTHOR]

The research is dedicated to professional preparation of physical education students to health-related activity. The purpose of the research is to work out formation and content of author's model of the professional training of future physical education and sport specialists to health-related activity. The objectives of the research are to study structure of professional preparation model and to define the levels of readiness to health-related activity. The studies have been executed according to Lviv State University of Physical Culture named after Ivan Boberskij research plan (State registration number 0117U 003040). The results have been based on theoretical methods of investigation (analysis, synthesis, general studies of scientific sources and educational experience, comparison, systematization, and modelling). 822 students and 96 teachers representing ten Ukrainian higher educational establishments were engaged into the research. It has been substantiated the structure and content of authors' model. It has been shown the structural units of the model's five blocks and their components. It has been presented the diagnostic, professional, analytical and corrective stages and tasks to each of them. Main functions of professional preparation of physical education personnel have been determined. The features of advanced, intermediate and elementary levels of graduates in physical education readiness formation have been depicted. It has been proved the developed model effectiveness on the sample of four Ukrainian Universities. [ABSTRACT FROM AUTHOR]

In the contemporary public health workforce environment, public health social workers (PHSW) bring integrated skills, from both fields, to meet the needs of vulnerable and underserved populations. They receive training in their Master of Public Health/Master of Social Work dual-degree programs, such as the one at New Mexico State University, which serves the U.S./Mexico border region. During their studies, dual-degree students are equipped to address health and human service issues at the micro, mezzo, and macro levels and complete field experience and practicum hours in their communities. Along with practical skills, these students learn culturally responsive/humble ways of being with communities of color and marginalized individuals. After graduation, these emerging career PHSWs enter the workforce in a variety of settings: nonprofit, educational, government, primary care, and more. In this article, the field of public health social work is described in its historic and present forms, followed by PHSWs' utility to the U.S./Mexico border region, in particular. Finally, we make the call to action for future career PHSWs to engage with this integrated, dynamic, innovative field, and its unique combination of community- and individual-based services and rewards. [ABSTRACT FROM AUTHOR]

Because burn injuries most often occur within marginalized populations, there is a greater risk for poor psychosocial outcomes and social workers are trained to identify those psychosocial risk and resilience factors. Very little has been written about the role of social workers working in burn critical care teams, therefore leaving a gap in knowledge regarding this specialized area of social work practice. Social workers participating in multidisciplinary burn care teams were invited to participate in this preliminary descriptive study (n = 29). Frequency statistics were calculated for the brief online survey to learn more about professional preparation and continuing education, job responsibilities, and perspectives on job skills. Respondents were primarily white and female, with a mean age of 43.74 years. Most respondents reported holding an MSSW and a state-issued professional license. Responsibilities were described as discharge planning, case management, patient counseling, family counseling, support group facilitation, community education, school reentry/back to work programs, burn prevention, and "other duties", respectively. More than half of the respondents reported responsibilities in other units. With increased understanding of interventions used by social workers inpatient, there can be a greater understanding of patients' continuing needs once discharged. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the critical exercise science competencies and associated instructional methods recommended for inclusion in the physical education teacher education curriculum. The two-round modified Delphi procedure involved the repeated circulation of a questionnaire to a small panel of content experts. The Delphi panel members were asked to rate each questionnaire item in terms of theoretical importance and pedagogical relevance. The data collected during the second round of questioning were employed to provide a final measure of consensus regarding the critical strength of each exercise science competency. The Delphi panel members were also asked to complete an addendum survey concerning their recommendations regarding the most effective instructional methods for the delivery of exercise science content. The results of this process provide a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of exercise science. [ABSTRACT FROM AUTHOR]

Actuality. Innovative processes in the field of physical culture and sports, understanding the value of health, recognition of high social importance of physical education, promotion of fitness, physical activities and sports, creating a positive public attitude to physical activity and sport through the recognition and respect for the achievements of teams or individual people – all of the above leads to the need of the expansion of the services rendered by means of physical activity and accordingly requires substantial changes in the study of future professionals of physical education and sport. One of the current issues in society today is a lack of professionals in the sphere of physical education and sport. Preparation of these professionals should take into account current global trends of education and the need to consider the experience of leading countries. Methods. Methodological principles of research are: the theory of philosophical knowledge and mutual interdependence of the phenomena of objective reality; an objective study of the development and communication of specific historical conditions based on the unity logical and historical, general and special, theory and practice. Results. The study proved the theory and practice of professional preparation of specialists of physical education and sports in the USA. Scientific theory of the system of such training is generalized. Tendencies of development of physical culture and sports in the US as determinants of modernization of professional preparation of specialists are revealed. The system of professional preparation of specialists of physical education and sports is characterized as one that has a coherent, continuous and differentiated character within university education We studied majors, spheres of physical education and sports, in a wild range of USA universities. The analysis of educational programs, available at these universities, helped us to generalize them as the bachelor programs – academic specializations, which are determined as majors. We outline twelve majors of bachelor's levels which correspond with the titles of bachelor’s specializations. Data of the comparative analysis of curriculum shows that it structure has common and quite unified character and consists of three key components: general education, field disciplines and major courses. It was found that for the Parks, recreation, leisure, and fitness studies divides these components pretty much alike and displays slight divergences not as much in the content of curricula as in the titles of the studied disciplines. Four years is provided for a bachelor's degree education, during which the student assimilates a set of academic courses within 120 credits. Selection process at the universities is based on grade requirements for academic courses. Hence only 14–15 % of the students on average complete bachelors degree in the USA.It is studied that in US schools traditional forms of learning and modern interactive technologies are practiced. Current control and selection provide quality of professional preparation of specialists. Universities and colleges in the United States available additional paid spring and summer semester lasting 1–3 weeks to eliminate the «debt» capture additional students in disciplines such additional payment semesters.

Introduction. Limited health literacy challenges health care and perpetuates health disparities. Health agencies, such as the U.S. Department of Health and Human Services and the World Health Organization, have recommended health literacy training for all health professionals, but little is known about the health literacy competence of health education professionals. The purpose of this study was to assess the health literacy knowledge and experience of advanced health education students. Method. We used a cross-sectional design to collect data from a sample of 250 juniors and seniors enrolled in health education programs who self-reported an intention to take the certified health education specialists examination. Descriptive and bivariate analyses were conducted. Findings. Results showed most students (84%) scored below 70% on the knowledge component of the test, even though majority of them (94%) reported health literacy training was included in their health educator preparation curriculum. A correlation analysis found health literacy knowledge was not associated with students' reports of health literacy in their health education curriculum. Prior academic degree was negatively correlated with health literacy knowledge (ρ = −.211, p <.05), and there was a negative correlation between health literacy knowledge and health literacy experience (ρ = −.189, p <.05). Discussion. The study identified weaknesses and gaps in the health literacy knowledge and skills of students, most of who were in the final phase of their professional preparation. The findings have implications for research, practice, and credentialing. [ABSTRACT FROM AUTHOR]

To meet Council on Education for Public Health (CEPH) accreditation standards for a standalone undergraduate public health program, faculty at the University of North Carolina Wilmington conducted a matrix exercise to assess curricular alignment with the CEPH Domains of Public Health (PHDs) and the National Commission for Health Education Credentialing (NCHEC) competencies. Addressing gaps in the undergraduate public health program identified by the matrix exercise drove development of a new course, Public Health Practice. The course was designed to use real world experience to provide students with the tools and skills needed for the practice of public health. Written assignments such as a needs assessment and a logic model were used to simultaneously expose and prepare students to address real-life public health challenges and to introduce students to selected CEPH PHDs and NCHEC competencies. This integration of competencies and domains into a course curriculum may be of benefit to undergraduate public health programs seeking to develop courses with applied learning aligned with CEPH and NCHEC requirements. [ABSTRACT FROM AUTHOR]

Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education (n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physical education teachers (n = 15) and two independent raters established test–retest reliability (r = 0.87, p < 0.001; intra-class correlations (ICC) = 0.93, p < 0.001) and inter-rater reliability (r = 0.69, p < 0.001; ICC = 0.82, p < 0.001) respectively. Physical education teachers among others can use this valid and reliable scale to determine the extent to which teachers attempt to make an environment inclusive. Practical uses for this instrument are program evaluation, intervention research, and as a teaching tool. [ABSTRACT FROM AUTHOR]

The Society for Public Health Education and American Association for Health Education Baccalaureate Program Approval Committee (SABPAC) provided a valuable service to the health education profession in the United States for 27 years. From 1987 to its sunset in 2014, SABPAC offered a voluntary process whereby undergraduate community/public health education professional preparation programs could seek review and evaluation of their programs against published national health education criteria. Those programs meeting SABPAC criteria were granted "Approval." SABPAC approval was instituted as one way by which the health education profession could strive to promote consistent professional preparation in the field and ensure that health education graduates were prepared for contemporary workforce demands. Over the years, SABPAC chairs, committee members, and volunteers devoted countless hours reviewing self-studies and conducting on-site visits of professional preparation programs and documenting how they met SABPAC criteria and/or could enhance compliance with guidelines. Seeking SABPAC approval provided many program benefits. Recognizing that accreditation is the "gold standard" in education, the health education profession applied a thoughtful and researched process beginning in 2001 to transition from SABPAC approval to undergraduate accreditation through the Council on Education for Public Health. Three national task forces developed recommendations, conducted events to foster communication about the change, and assisted professional preparation programs to prepare for and seek the Council on Education for Public Health accreditation. This brief article documents the genesis, organization, and processes of SABPAC in the United States, until its sunset as a major contributor to quality assurance in health education for more than a quarter of a century. [ABSTRACT FROM AUTHOR]