scholarly journals Pedagogical University-Supervised Chair in Schools as a Means for Educational Transfer

2018 ◽  
Vol 23 (1) ◽  
pp. 117-125
Author(s):  
N.V. Chekaleva ◽  
N.S. Makarova ◽  
J.B. Drobotenko ◽  
I.V. Fetter
Keyword(s):  
Focus Group ◽  
Theoretical Analysis ◽  
Cultural Background ◽  
Interdisciplinary Teams ◽  
Faculty Members ◽  
School Teachers ◽  
Knowledge Based ◽  
State Pedagogical ◽  
Educational Transfer ◽  
Concept Transfer

The article argues that a university-supervised chair at school is a new format of partnership between school and pedagogical university. The authors analyze socio-cultural background of the origin of university-supervised chairs and the possibilities for a qualitatively different research and methodology work of school teachers. The authors reveal specific features of the interaction of university faculty members and school teachers in their joint projects through the concept "transfer". Characteristics of such partnership are described (knowledge-based practice, mutually beneficial activities, practical orientation, efficiency) in the article. The article identifies and describes transfer zones, participants and forms of cooperation using theoretical analysis and focus group studies of cooperation between Omsk State Pedagogical University's departments and regional schools by a means of university-supervised chair. It is underlined that this cooperation should be undertaken by interdisciplinary teams.

scholarly journals 136. In Their Own words: a Qualitative Analysis of Factors Contributing to Gender Bias in Academic Advancement in Infectious Disease

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S198-S198
Author(s):  
Wendy Stead ◽  
Jennifer Manne-Goehler ◽  
Jasmine R Marcelin ◽  
Carlos Del Rio ◽  
Douglas Krakower
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Gender Bias ◽  
Implicit Bias ◽  
Faculty Members ◽  
Full Professor ◽  
Major Theme ◽  
Academic Advancement ◽  
Assistant Professors ◽  
Implicit And Explicit

Abstract Background Large and persistent inequities in academic advancement exist between men and women faculty in academic Infectious Diseases (ID). To identify and characterize beliefs about why these inequities persist in ID, we asked ID faculty members to share their thoughts and experiences with the advancement process. Characteristics of Focus Group Participants Summary of Main Emergent Themes from Focus Group Analysis Methods We conducted four 60-minute focus groups with ID faculty members during IDWeek 2019. We enrolled women that were diverse geographically and in academic rank (i.e., Instructor/Assistant, Associate, Full Professor). We assigned women to focus groups by rank to minimize social desirability bias across rank. Our fourth focus group included only men who were Full Professors, to capture additional perspectives about barriers to advancement and solutions. (Table 1) We analyzed focus group discussion transcripts using content analysis. Results We identified nine main themes regarding inequities in academic advancement of women in ID. (Table 2) In all 4 focus groups, gender bias as a barrier to academic advancement was a major theme. Women Full Professors emphasized explicit gender bias such as sexual harassment and “predatory mentoring,” whereas women Instructors/Assistant Professors more frequently cited barriers related to implicit bias, such as obscure maternity leave policies and divisional meetings scheduled during childcare hours. Women Associate Professors cited implicit and explicit gender bias, while men Full Professors focused primarily on implicit bias. Women Instructors/Assistant Professors experienced the greatest difficulty in balancing demands of family with career, though this was a prominent theme in all groups. The perception that women less often utilize negotiation to advance themselves was a dominant theme for women Associate Professors, though all groups raised examples of this theme. Conclusion Gender bias, both implicit and explicit, is an important and ongoing barrier to equitable academic advancement of women in ID. Difficulty balancing demands of family with career and gender differences in professional negotiation are also perceived barriers that can be targeted by innovative programs and interventions to address gender disparities in academic advancement. Disclosures All Authors: No reported disclosures

scholarly journals Marginalization of Professionalism in Clinical Settings; A qualitative study at Tehran University of Medical Sciences

2020 ◽  
Author(s):  
Fateme Alipour ◽  
Zahra Shahvari
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Faculty Members ◽  
Professional Behavior ◽  
Clinical Settings ◽  
Medical Sciences ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Management Level ◽  
Management Issues

Background: Management-level challenges are among the factors that undermine the individuals' adherence to professional behavior in clinical settings. This study investigated glitches of the management system in clinical settings from the perspective of staff, faculty members, and medical students/residents in hospitals affiliated to Tehran University of Medical Sciences. Methods: This qualitative study was conducted in 2 parts by exploring the viewpoints of personnel and physicians. In this regard, 8 focus group discussions were performed with 85 faculty members, clinical residents, and interns. Furthermore, 15 focus group discussions were held with 165 staffs. Available sampling method was applied to collect the participants and the data were analyzed using the content analysis method. Results: A total of 22 focus-group discussions were conducted with 250 participants; Participants' age ranged from 24 to 65 years. Participants' education levels varied from diploma to postgraduate for the staff and from medical student to sub-specialist for the physicians. Finally, management-level barriers, which undermine the staffs' ability to adhere to professional behavior in clinical settings were explained with 315 codes, 12 subcategories, and 2 main categories of "macro management issues " and "hospital management issues". Conclusion: Managers are required to consider providing a proper context for enforcing the professional behavior law, selecting middle managers based on their empowerment in performing the professional behaviors, prioritizing the professional behavior in policy making, and promoting the professional behavior in an administrative system consistent with the health system. In selecting the hospital managers, authorities are recommended to consider the managers' professional behavior and power in implementing the professionalism leadership. Moreover, the possibility of conducting professional behavior should be considered in making the policies.

scholarly journals The formation of new media preferences among pre-school children in the context of peer culture and home interaction: A pedagogical perspective

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Kristi Vinter
Keyword(s):  
Focus Group ◽  
New Media ◽  
School Children ◽  
The Other ◽  
Peer Culture ◽  
School Teachers ◽  
Group Influence ◽  
School Group ◽  
Media Preferences ◽  
Main Growth

This study examines connections between two main growth environments – home and pre-school – in the formation of young children’s new media preferences in the context of the ecological techno-microsystem and peer culture. The study assembles the results of three focus group based sub-studies with pre-school teachers (N=24), parents (N=20) and children between the ages of 5 and 7 (N=61). Samples were formed in pre-school childcare institutions, which in Estonia is for children aged 1,5 to 7. Research shows that other members of the pre-school group influence children’s preferences in their use of new media. Parents consider the shaping of their children’s preferences to be less connected to the children’s relations with their peers. Teachers, on the other hand, ascribe the children’s preferences to different aspects of the influence that their peers, siblings and parents can have on them.

scholarly journals UNDERSTANDING LOW UPTAKE OF MASS TREATMENT FOR INTESTINAL SCHISTOSOMIASIS AMONG SCHOOL CHILDREN: A QUALITATIVE STUDY IN JINJA DISTRICT, UGANDA

2014 ◽  
Vol 47 (4) ◽  
pp. 505-520 ◽  
Author(s):  
SIMON MUHUMUZA ◽  
ANNETTE OLSEN ◽  
FRED NUWAHA ◽  
ANNE KATAHOIRE
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
School Children ◽  
Primary Schools ◽  
School Teachers ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
School Feeding ◽  
Intestinal Schistosomiasis ◽  
Key Informant

SummaryDespite attempts to control intestinal schistosomiasis through school-based mass drug administration (MDA) with praziquantel using school teachers in Uganda, less than 30% of the school children take the treatment in some areas. The aim of the study was to understand why the uptake of praziquantel among school children is low and to suggest strategies for improved uptake. This was a cross-sectional qualitative study in which 24 focus group discussions and 15 key informant interviews were conducted 2 months after MDA. The focus group discussions were held with school children in twelve primary schools and the key informant interviews were held with school teachers, sub-county health assistants and the District Vector Control Officer. The study shows that the low uptake of praziquantel among school children is a result of a complex interplay between individual, interpersonal, institutional, community and public policy factors. The individual and interpersonal factors underpinning the low uptake include inadequate information about schistosomiasis prevention, beliefs and attitudes in the community about treatment of schistosomiasis and shared concerns among children and teachers about the side-effects of praziquantel, especially when the drug is taken on an empty stomach. The institutional, policy and community factors include inadequate preparation and facilitation of teachers and the school feeding policy, which requires parents to take responsibility for providing their children with food while at school, yet many parents cannot meet the cost of a daily meal due to the prevailing poverty in the area. It is concluded that strategies to improve uptake of praziquantel among school children need to be multi-pronged addressing not only the preparation and motivation of teachers and health education for children, but also the economic and political aspects of drug distribution, including the school feeding policy.

Service recovery as an organizational capability

2018 ◽  
Vol 21 (3) ◽  
pp. 316-336 ◽  
Author(s):  
Samiha Mjahed Hammami ◽  
Nizar Souiden ◽  
Abdelfattah Triki
Keyword(s):  
Focus Group ◽  
Service Recovery ◽  
Recovery Process ◽  
Future Research ◽  
Organizational Capability ◽  
Focus Group Interviews ◽  
Content Type ◽  
Domain Identification ◽  
Knowledge Based ◽  
Group Interviews

PurposeThis paper aims to explore and conceptualize service recovery as an organizational capability. It proposes a new construct labeled knowledge-enabled recovery effectiveness (KERE).Design/methodology/approachMeasures capturing the KERE construct were developed through domain identification, item pool generation using focus group interviews with managers involved in complaint management and content expert validation.FindingsA first pool of 73 items was generated and then reduced to 37 items. Focus group interviews confirm the theoretical relevance of the KERE construct. Recovery culture, recovery process and internal recovery resources are the different components of a firm’s knowledge that serve as inputs, or as a source of a firm’s service recovery capabilities.Research limitations/implicationsA quantitative study is needed in future research to assess the KERE’s construct structure and validity.Practical implicationsManagers may use the proposed scale to foster effective and relevant marketing strategies by setting clear policies that consider service recovery as a knowledge-based activity rather than a control targeted activity.Originality/valueThis research demonstrates the mutual dialogue between service recovery and knowledge-based capabilities. Also, it proposes a new concept labeled KERE and a raw scale to further understand firms’ aptitude in service recovery.

scholarly journals Teachers’ experiences about first aid at school

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1678-1684 ◽  
Author(s):  
Nelson Miguel Galindo Neto ◽  
Gerdane Celene Nunes Carvalho ◽  
Régia Christina Moura Barbosa Castro ◽  
Joselany Áfio Caetano ◽  
Ellen Cristina Barbosa dos Santos ◽  
...  
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Elementary School Teachers ◽  
Hierarchical Classification ◽  
First Aid ◽  
School Teachers ◽  
Family Experiences ◽  
Maternal Experience ◽  
Teachers Experiences ◽  
Break Time

ABSTRACT Objective: To unveil the experiences of primary and elementary school teachers about first aid at school. Method: a descriptive, qualitative study, conducted in May 2014, from a focus group with nine teachers from the municipal network of Bom Jesus-PI. Audio recording occurred, content was transcribed, and data were processed by IRAMUTEQ software and analyzed from the Descendant Hierarchical Classification. Results: Three classes were obtained: Teachers’ knowledge about first aid (influence of maternal experience, belief in popular myths and awareness of lack of preparation were indicated); Feelings in situations of urgency and emergency (anguish, fear and concern); First aid at school, (occurring in class or during break time, coming from collisions and syncope). Final considerations: The research evidenced experiences based on popular beliefs, family experiences and knowledge gaps. The lack of preparation was evidenced by the teachers’ reports about having misconduct during first aid at school.

scholarly journals PEDAGOGICAL CONDITIONS OF FORMATION OF READINESS OF FUTURE TEACHERS FOR THE ORGANIZATION OF SPEECH ACTIVITY OF SCHOOL CHILDREN

2020 ◽  
Vol 65 (1) ◽  
pp. 161-165
Author(s):  
R.K. Dusembinova ◽  
◽  
M.T. Kozhamberdina ◽  
Keyword(s):  
Theoretical Analysis ◽  
Primary School ◽  
School Children ◽  
Speech Development ◽  
Pedagogical Knowledge ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Speech Activity ◽  
Survey Results

The author substantiates the relevance and significance of the study both for improving the level of professionalism of future primary school teachers, and for improving the learning process of younger students. The author conducted a theoretical analysis of the concepts of "speech activity", "readiness for professional activity", "readiness for organizing speech activity", and "pedagogical conditions". The author considers the readiness to organize speech activity as a complex of psychological and pedagogical knowledge about speech development, skills for studying the features of speech activity, and the use of these data in the pedagogical process of primary school. The article presents the results of a survey of students in order to identify ideas about the readiness of students to organize speech activity, and reveals the pedagogical conditions for its formation. Based on the theoretical analysis of sources and survey results, the author draws conclusions

scholarly journals Estresse ocupacional em docentes do ensino fundamental de uma escola no sul do Brasil: Uma análise a partir de uma perspectiva de gênero

2017 ◽  
Vol 25 ◽  
pp. 63
Author(s):  
Marcus Levi Lopes Barbosa ◽  
Denise Regina Quaresma da Silva ◽  
Lisiane Machado de Oliveira Menegotto ◽  
Ronei Saldanha Lopes
Keyword(s):  
Elementary School Teachers ◽  
Cross Sectional Study ◽  
Physical Symptoms ◽  
Faculty Members ◽  
Rio Grande Do Sul ◽  
Sectional Study ◽  
School Teachers ◽  
Work Time ◽  
Cross Sectional ◽  
Stress Symptoms

This study examines the occupational stress levels of elementary school teachers in the Municipal Education System of a city in the Vale dos Sinos (Rio Grande do Sul, Brazil), and verifies its occurrence by gender, as well as by age and teaching work time. This quantitative, cross-sectional study evaluates the presence of stress on 50 adults through the LIPP - ISSL Inventory of Stress Symptoms for Adults (Lipp, 2000). The results show that the women in the study experienced more physical symptoms of stress than the evaluated men did. It also indicates that stress maybe a characteristic of the teaching activity, since it affects both younger and older faculty members, as well as professors at the beginning, middle and end of their careers.

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