The Experts below are selected from a list of 605373 Experts worldwide ranked by ideXlab platform
Ewa Pilhammar Andersson - One of the best experts on this subject based on the ideXlab platform.
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from vocational training to Academic Education the situation of the schools of nursing in sweden
Journal of Nursing Education, 1999Co-Authors: Ewa Pilhammar AnderssonAbstract:As a consequence of a college reform in 1993, nursing Education in Sweden is changing from vocational training to Academic Education. Teacher competence is considered to be of strategic importance to the quality of Education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the Educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an Academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an Academic Education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. NonAcademic-educated faculty risk losing their identity as good educators.
Li Tang - One of the best experts on this subject based on the ideXlab platform.
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career based influences on scientific recognition in the united states and europe longitudinal evidence from curriculum vitae data
Research Policy, 2013Co-Authors: Jan Youtie, Juan D. Rogers, Philip Shapira, Li Tang, Thomas HeinzeAbstract:This paper examines how funding patterns, career pathways and collaboration networks influence scientific recognition. We analyze these institutional factors in the early and middle phases of Academic careers through comparison of a group of researchers recognized as creative by their peers with a matched group of researchers. Measurement of scientific recognition is based on survey nominations and research prizes in two growing, laboratory-intensive research domains: nanotechnology and human genetics. Curriculum vitae data is used to compare researchers based in the United States and Europe. In the early career model for the United States, we find that scientific recognition is associated with broad Academic Education, fast completion of PhD, and a record of independent postdoctoral research, while in Europe these factors are much less prominent. The mid-career model suggests that both in the United States and Europe fast job promotion within academia is a strong predictor of future recognition. However, there is a clear divide across the Atlantic regarding other mid-career factors: work experience inside and outside academia, research leadership, external grant income, and prizes from professional associations are connected to scientific recognition in the United States, but are less influential in Europe.
Francis Teal - One of the best experts on this subject based on the ideXlab platform.
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the returns to vocational training and Academic Education evidence from tanzania
World Development, 2008Co-Authors: Godius Kahyarara, Francis TealAbstract:In this paper we ask what can account for the continuing strong preference for Academic Education in Africa where the level of development is so low and there are few wage jobs and which form of Educational investment, the Academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of Academic Education have far higher returns than those available either from vocational or lower levels of Academic. However at lower levels the vocational return can exceed the Academic.
Chris Bonell - One of the best experts on this subject based on the ideXlab platform.
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interventions integrating health and Academic Education in schools to prevent substance misuse and violence a systematic review
Public Health Research, 2019Co-Authors: Tara Tancred, Sara Paparini, G J Melendeztorres, James Thomas, Adam Fletcher, Rona Campbell, Claire Stansfield, Suzanne Taylor, Chris BonellAbstract:Background Schools struggle to timetable health Education. Interventions integrating Academic and health Education to reduce substance use and violence offer promise. No current systematic reviews examine such interventions. Objectives To review evidence to explore the following questions: (1) what types of interventions integrating health and Academic Education in schools serving those aged 4–18 years have been evaluated? (2) What theories of change inform these interventions? (3) What factors facilitate or limit the successful implementation and receipt of such interventions, and what are the implications for the delivery of such implementations in the UK? (4) How effective are such interventions in reducing smoking and violence and the use of alcohol and drugs, and at increasing attainment? Does this vary by students’ sociodemographic characteristics? (5) What factors appear to influence the effectiveness of such interventions? Data sources In total, 19 databases were searched from 18 November to 22 December 2015, updating searches for outcome evaluations for violence on 28 February 2018 and for substance use on 14 May 2018. References were extracted from included studies and authors contacted. Review methods Included studies reported on theories of change, and process or outcome evaluations of interventions that integrated Academic and health Education to reduce substance use and/or violence. References were screened on the title/abstract and then on the full report. Data extraction and appraisal used Cochrane, Evidence for Policy and Practice Information Centre and other established tools. Theories of change and process data were qualitatively synthesised. Outcome evaluations were synthesised narratively and meta-analytically. Results In total, 78,451 unique references were originally identified and 62 reports included. Search updates on 28 February and 14 May 2018 retrieved a further 2355 and 1945 references, respectively, resulting in the inclusion of six additional reports. Thirty-nine reports described theories, 16 reports (15 studies) evaluated process and 41 reports (16 studies) evaluated outcomes. Multicomponent interventions are theorised to erode ‘boundaries’ (strengthen relationships) between Academic and health Education, teachers and students, behaviour in classrooms and in the wider school, and schools and families. Teachers, pro-social peers and parents are theorised to act as role models and reinforcers of healthy behaviours learnt in lessons. There was clear evidence that interventions are facilitated by supportive senior management and alignment with the schools’ ethos, collaborative and supportive teaching environments, and positive pre-existing student, teacher and parent attitudes towards interventions. The barriers were overburdened teachers who had little time to both learn and implement integrated curricula. The strongest evidence for effectiveness was found for the reduction of substance use in school key stages (KSs) 2 and 3. For example, a meta-analysis for substance use at KS3 reported a mean difference of –0.09 (95% confidence interval –0.17 to –0.01). A meta-analysis for effectiveness in reducing violence victimisation in KS2 found no effect. There was mixed evidence for effects on Academic outcomes, with meta-analysis precluded by methodological heterogeneity. Limitations Study quality was variable. Integration was sometimes not emphasised in theories of change. Conclusions These interventions are undertheorised but involve multiple forms of boundary erosion. There is clear evidence of characteristics affecting implementation. Interventions are likely to have the greatest impact on substance use. These programmes may be effective in reducing substance use but do not appear to reduce violence and findings on Educational impacts are mixed. Future work Future evaluations should assess interventions with clearer theories of change and examine Academic outcomes alongside violence and substance use outcomes. Study registration This study is registered as PROSPERO CRD42015026464. Funding The National Institute for Health Research Public Health Research programme.
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a systematic review and synthesis of theories of change of school based interventions integrating health and Academic Education as a novel means of preventing violence and substance use among students
Systematic Reviews, 2018Co-Authors: Tara Tancred, Sara Paparini, G J Melendeztorres, James Thomas, Adam Fletcher, Rona Campbell, Chris BonellAbstract:Background Schools can play an important role in promoting health. However, many Education policies and institutions are increasingly emphasising Academic attainment targets, which appear to be diminishing the time available for health Education lessons. Interventions that integrate both health and Academic learning may present an ideal solution, simultaneously addressing health Education and Academic development. The theories of change underlying these interventions are therefore of interest, but are poorly studied. Methods A systematic review of evaluations of interventions that integrate Academic and health Education for reduced substance use and/or violence was carried out. As part of this, reports describing theory were assessed for quality and data extracted. Theoretical data were synthesised within and across individual interventions using reciprocal translation and meta-ethnographic line of argument synthesis to produce an overall theory of change for interventions that integrate health and Academic Education to prevent substance use and violence. Results Forty-eight reports provided theoretical descriptions of 18 interventions. An overarching theory that emerged was that eroding ‘boundaries’ at multiple and mutually reinforcing levels—by integrating Academic and health Education, by transforming relationships between teachers and students, by generalising learning from classrooms to the wider school environment and by ensuring consistent messages from schools and families—is intended to lead to the development of a community of engaged students oriented towards pro-social behaviour and away from substance use, violence and other risk behaviours. Conclusions Eroding ‘boundaries’ between health and Academic Education, teachers and students, classrooms and the wider school and schools and families were seen to be the most critical to establishing new frameworks of family, classroom or school organisation that are conducive to promoting both Academic and social-emotional outcomes. Whether such interventions are feasible to implement and effective in reducing risk behaviours will be examined in other reports arising from the review.
Stefan C Wolter - One of the best experts on this subject based on the ideXlab platform.
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individual policy preferences for vocational versus Academic Education microlevel evidence for the case of switzerland
2011Co-Authors: Marius R Busemeyer, Maria Alejandra Cattaneo, Stefan C WolterAbstract:This paper uses an original dataset from a survey conducted in Switzerland in 2007 to explore the dynamics of Education policy preferences. This issue has largely been neglected so far as most studies on welfare state attitudes do not look at preferences for Education. We argue that Education policy preferences vary along two dimensions: the distribution of resources across different sectors of the Education system (i.e. vocational training vs. Academic Education) and the level of investment in Education both from public and private sources. With regard to the former, the findings suggest that individual Educational experience matters most, i.e., individuals prefer to concentrate resources on those Educational sectors that are closest to their own Educational background. With regard to the second dimension, we find that affiliation to partisan ideologies matters much more than other variables. Proponents of the left demand more investment both from the state as well as from the private sector and oppose individual tuition fees.
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individual policy preferences for vocational versus Academic Education microlevel evidence for the case of switzerland
Journal of European Social Policy, 2011Co-Authors: Marius R Busemeyer, Maria Alejandra Cattaneo, Stefan C WolterAbstract:Summary This paper uses an original dataset from a survey conducted in Switzerland in 2007 to explore the dynamics of Education policy preferences. This issue has largely been neglected in that most studies on welfare state attitudes do not look at preferences for Education. We argue that Education policy preferences vary along two dimensions: the distribution of resources across different sectors of the Education system (that is, vocational training versus Academic Education) and the level of investment in Education both from public and private sources. With regard to the former, the findings suggest that individual Educational experience matters most, that is, individuals prefer to concentrate resources on those Educational sectors that are closest to their own Educational background. With regard to the latter, we find that affiliation to partisan ideologies matters much more than other variables. Proponents of the left demand more investment both from the state as well as from the private sector and oppose individual tuition fees.
