Research on a Sustainable Teaching Model Based on the OBE Concept and the TSEM Framework

This paper reports the results of a study on the implementation of a sustainable teaching model based on the OBE (Outcome-Based Education) concept and the TSEM (Teach, Study, Evaluate, and Manage) framework in computer science and technology at NingboTech University, China. In the context of digital education, the OBE concept and the TSEM framework are integrated to explore sustainable teaching and learning models based on "artificial intelligence and education”. Based on the core concept of engineering professional education accreditation, the course is designed by using the PCCM (Professional Competency Correlation Matrix) method to build a model based on big data analysis, deepen the classroom teaching reform of "artificial intelligence and education”, and explore the integrated digital sustainable teaching mode of "teaching, learning, evaluation, and management”. The aim of this study is to explore the effectiveness of the teaching model based on OBE and the TSEM framework on students' sustainable development. The results show that students deepen their learning in computer science while enhancing their own learning initiative, teamwork skills, innovation skills, and awareness of sustainable development. Research shows that our teaching model plays an important role in the development of student sustainable education, enhancing student engineering practice and innovation capabilities and cultivating applied innovative talents. The efficacy of the teaching model based on the OBE concept and the TSEM framework for improving students' competence in sustainable education warrants further investigation.

Changing Higher Education in the United Kingdom: Examining Three Trends through a Neoliberal Lens

Perry discusses how neoliberalism has had a dramatic impact on higher education in the UK. She traces the history of neoliberalism in broad strokes from the pre-Thatcher years to the post-Thatcher years and identifies three key trends in higher education: widening participation and the politics of aspiration, the emergence of the student entrepreneur-consumer, and the marketization of higher education. With specific reference to the third trend, she discusses the use of Internet-based education by higher education institutions and its potential impact on students. The coronavirus pandemic has posed major challenges for student recruitment and increased the precariousness of students in the instructional process.

The Logic of Practice and Development Opportunities of Digital Transformation of Education

"Digital transformation of education” is a hot topic of present educational reform and the development tendency of future educational innovation. Digital transformation of education, as a process stressing technology-driven educational innovation and reform, boasts the importance of development in its birth and practice. It is driven jointly by social and cultural transitions, the impetus of technical innovation, the guidance of national policies, and the endogenous development of the education system. The logic of practice of the transformation can be regarded as the behavior choice dominated by value and intentions, and the underlying generation principles in practice comprise the "problem-driven + concept-led” principle, the "system evolution + innovative breakthrough” principle, and the "value assessment + iterative optimization” principle. At present, under the background of constructing the new ecology of a smart society and a high-quality education system, and under the pressure of COVID-19 pandemic, the transformation faces golden development opportunities. Nonetheless, the present transformation practice still has some differences from the expected value orientation. Therefore, it is required to research and develop a mature digital education model or framework, carry out a national digital education preparation campaign, work for pilot schemes for the transformation at all levels and of all kinds, attach importance to theoretical research on education relating to the digital transformation of education, and more actively embrace the new wave of educational reform worldwide.

Chalk Dust in the Wind: An Examination of the Demoralized Teacher

Teacher burnout is now a significant issue in K-12 schools due to an unparalleled global COVID-19 pandemic. However, this burnout has roots in the demoralization of the teaching workforce, which is nothing new to the profession. This paper focuses on bringing light to the underlying reasons for this demoralization, steeped in classroom realities and the very nature of the profession. The paper draws on findings from an examination of research in order to show that teachers are largely demoralized due to their historically devalued status, the isolation and stress inherent in the profession, and the very "semi-profession" upon which the field stands. The analysis shows that something more is needed to fill the cup of teachers, who are beaten down by these historical and modern-day realities. The paper argues that relational trust may be one of those cup-filling modalities and concludes by suggesting that a century of recycled reforms calls for deeper and bolder action, and most particularly ones that bolster respect, personal regard, competence, and integrity.

Deans as Agents of Change for Inclusive Teacher Education

Few resources are available to support deans who lead reform while they navigate competing complex issues. Understanding how deans succeed in leading a reform agenda carries much significance in today's context where issues of equity and Covid-19 are challenging educators to reexamine the content and delivery of programs, while also grappling with a myriad of other challenges (e.g., declining enrollment and fiscal demands). Little research examines the actions that deans take to lead change in their colleges or schools. This exploratory study employing grounded theory methods was designed to unpack what deans actually do when engaging their college or school in a reform effort. The results suggest that there are strategic actions deans take to facilitate change on their campuses, and these actions are reflected in an emerging theory of action.

Constructing a diversified online neurology teaching model under the COVID-19.

Purpose: To construct a diversified and comprehensive network teaching model to provide highly qualified medical teaching in neurology under COVID-19 pandemic. Materials and methods: Published studies on medical education were systematically reviewed and summarized. Based on previous studies and our experience, we constructed a novel online neurology teaching model and applied it to real scene. Students taking traditional in class lessons and online lessons were asked to finish the test, respectively, to compare the efficiency of learning. Questionnaires were designed and assigned to get the feedback from students. Results: The average test score of students who take online class (84.27 ± 4.64) was significantly higher than those who take in class lessons (82.08 ± 6.17) (P < 0.01). According to the feedbacks from students, online classes were more attractive to students than the conventional one. Conclusion: Traditional single-mode teaching can no longer meet the needs of current medical education, especially under the rampant epidemic. This novel teaching mode, which orchestrates high-tech tools, diverse teaching methods and traditional teaching concepts, provides the solution to the challenge faced by traditional medical education. We believe that this novel online teaching mode will boost neurology education and inspire educators in other fields during this tough period.

Lifelong Learning for Teachers

The changes in the training process of teachers is a disputed subject for a very long time but along with the COVID pandemic changes were encountered in the teacher's attitude and availability for learning. The digitalization of the educational process meant for many teachers the need to adapt and learn new teaching techniques, gain new TIC competencies and last but not least communication abilities. Thus, in this paper, some teaching training elements were presented along with a part of case study elements that had just to counties Giurgiu and Ialomiţa. The results revealed that digitalization eliminated some of the disadvantages highlighted by teachers, but there is still an area that needs some more work.

"We'll probably all be in trouble for hugging a kid": Rural teacher radicalism in addressing adverse childhood experiences

There is a tension between the principles of global education reform, with its focus on fiscal efficiency, literacy and numeracy, and the increasing interest in meeting the needs of the whole child and addressing childhood adversity within schools. In rural communities, this tension may be heightened by fractured social service networks mediated by distance and the declining economic well-being of many communities perpetuated by decades of unfavorable social and economic policy. Drawing on focus group discussions with 110 rural Maine educators, this study examines how rural educators negotiate this tension in their day-to-day practice to address student needs through the lens of critical rural theory. I find that teachers describe resistance at the individual and collective level to pressures they feel are imposed upon them fiscally and politically, leveraging their marginality and drawing on an ethos of care to mitigate symptoms of adversity they identify in their students. However, teachers describe the ways in which this resistance comes at a high personal cost. I discuss how teacher insights may contribute to better designed policy to address both teacher burnout and childhood adversity in rural communities;considerations that are even more critical as schools grapple with the social and organizational challenges brought on by COVID-19.

A cross-sectional study on the response abilities of clinical and preventive medical students in public health emergency.

Inconsistent training programs for public health emergency (PHE) have been criticized as a contributing factor in PHE's managerial weak points. In response, to analyze the relevant discrepancies among the medical students in the class of 2021 from Xiangya School of Medicine of Central South University, the present study conducted an online questionnaire survey using convenience sampling. The questionnaire comprised four sections, including the basic information, the subjective cognition in PHE, the rescue knowledge and capabilities of PHE, and the mastery of PHE regulations and psychological intervention abilities. To compare the abovementioned aspects, related data were collected from 235 medical students divided into two groups, namely, clinical medical students (Group A) and preventive medical students (Group B). We found a more positive attitude in PHE (P = 0.014) and a better grasp of the PHE classification (P = 0.027) and the reporting system in group B compared with group A. In addition, even if group B showed the same response capability in communicable diseases as group A, the former had less access to clinical practice, resulting in poorer performance in the noncommunicable diseases during a fire, flood, and traffic accidents (P = 0.002, P = 0.018, P = 0.002). The different emphasis of each training program contributed to the uneven distribution of abilities and cognition. Meanwhile, the lack of an integrated PHE curriculum led to unsystematic expertise. Hence, to optimize the PHE management system, equal attention should be paid to medical students with diverse majors along with a complete integrated PHE curriculum.

Schulentwicklungsbegleitung als Profession - Entwurf einer ausstehenden Weiterentwicklung

Mit den pandemiebedingten Schulschließungen der Jahre 2020 und 2021 haben sich einerseits die sozialen Disparitäten, mit denen Schulen in Deutschland konfrontiert sind, verschärft, andererseits sind für viele Kinder und Jugendlichen Lernrückstände entstanden, auf die derzeit mit finanzstarken Programmen zu reagieren versucht wird. Dies bestärkt wiederum die Debatte um wirksame Unterstützung von Schulen in ihrer Schulund Unterrichtsentwicklung, in der sich sehr heterogene Positionen bemerkbar machen: Während einerseits die universitären Fachdidaktiken sowie die empirische Schul- und Unterrichtsforschung auf evidenzbasierte und fachbezogene Programme drängen, werden die Schulentwicklung und die an dieser orientierten Schulentwicklungs- oder Prozessberatung häufig skeptisch betrachtet. Der Blick auf Entstehung und Veränderungen der Schulentwicklungsbegleitung soll zunächst aufzeigen, dass jene Skepsis nicht gänzlich unbegründet ist, bevor der Entwurf einer konzeptionellen Grundlegung einer an Lernund Unterrichtsentwicklung orientierten Schulentwicklungsbegleitung umrissen wird. Diese verspricht die Lücke der schulinternen Umsetzung - und damit der Wirksamkeit - jener evidenzbasierten Programme zu schließen, da kein noch so standardisiertes Konzept ohne rekontextualisierte Adaption auskommt.Alternate :The pandemic-related school closures of2020 and 2021 have, on the one hand, increased the social disparities confronting schools in Germany, and, on the other hand, produced learning gaps for many children and young people, which are currently being attempted to address with financially strong programs. This, in turn, reinforces the debate about ef- fective support for schools in their school and teaching improvement, in which very heterogeneous positions are becoming apparent: While university-based subject didactics as well as empirical school and classroom research are pushing for evidence-based and subject-related programs, school improvement and developmental or process consulting are often viewed skeptically. A closer look at the emergence and changes of school improvement consulting shall first show that this skepticism is not completely unfounded, before the draft of a conceptual foundation of a school improvement consulting oriented towards successful learning is outlined. This promises to close the gap of the school-internal implementation - and thus the effectiveness - of those evidence-based programs, since no concept, no matter how standardized, will work without recontextualized adaptation.

Teacher Training, Research and Professional Development in a Neoliberal School: A Transformative Experience in Social Sciences

In recent decades, discourse on quality, school effectiveness, autonomy, and accountability, among other topics, has been used to try to transform schools. This paper explores this situation from the teaching perspective of one of its authors. Using autoethnography as a research and formative strategy, a mixed category system is constructed by combining a central category (“Neoliberal school”) theoretically and deductively with three other subcategories of an emergent and inductive nature according to the parameters of grounded theory. The results reflect different perceptions of neoliberal educational discourse that depend on the discursive field in question (policy framework, school, department, or classroom). The conclusions underline the potential of autoethnography for understanding the current school reality and teacher professional development.

FAMILY ;HOME ;SCHOOL

The state grants residents who live within a school district's border an ownership interest in that district's schools. This interest includes the power to exclude nonresidents. To attend school in a school district, a child must prove that she lives at an in-district address and is a bona fide resident. But in highly-sought-after districts and schools, establishing a child's bona fide residence may be highly contested. In this Essay, I show that education law, policies, and practices fail to recognize a child's residence when the child's family and living situation do not comport with a particular ideal of family life. This ideal is rooted in the archetype of the White, middle-class nuclear family headed and controlled by two parents and living in a single dwelling around which all family life revolves-a "home." While this idea may be normatively familiar, it is elusive for many families. For many families, especially the race-class-gender subordinated, "family" looks and functions differently from the archetype. Parents are rarely the only or primary caregivers for children in these families, and home-making is likely to occur across multiple sites, not just one "home." By valorizing the nuclear family and its accouterments- and refusing to consider other family forms as sufficient to establish residency-residency requirements not only impede access to educational resources for those who are most in need, but also entrench a race-class-gender-specific ideal of the family and ignore the reality of how many families actually function.

Crisis and policy imaginaries: higher education reform during a pandemic.

Crisis makes bold policy actions possible. In responding to socioeconomic and technological ruptures, policymakers create new imaginaries or revitalise existing ones. With the Australian Government's Job-Ready Graduates (JRG) reform during the COVID-19 pandemic as an empirical case, this paper shows how crisis instrumentalism and policy imaginaries intersect to effect swift policy changes. Drawing on a thematic analysis of key documents that constitute the JRG reform, we highlight three findings. First, the reformers used a new crisis context to repackage pre-existing policy agendas. Second, in justifying the timeliness of the reform, rather than constructing new imaginaries, the Government reactivated old neoliberal visions of society and the economy. Finally, the reform agendas are characterised by reductionist accounts of the value of university education, a nativist view of the future workforce, and the omissions of key issues: research training, social justice, and the urgency of decarbonising the economy. We close the paper by arguing that crisis makes swift reform possible to the extent that key actors can mobilise new or pre-existing policy imaginaries.

Design of Intelligent Management Platform for Industry–Education Cooperation of Vocational Education by Data Mining

Data are playing an increasingly important role in the development of industry–education cooperation strategies in vocational education and training. The objective of this study was to promote the comprehensive progress of an industry–education cooperation system and improve the effect of the application of big data technology in this system. First, we designed of a big data technology application in an intelligent management platform system for industry–education cooperation. Second, we analyzed the synthetical design of the system. Finally, we optimized and designed a support vector machine (SVM) data mining (DM) algorithm model based on big data, and evaluated the model. The results revealed that the designed algorithm model provides outstanding advantages compared with similar algorithm models. In general, the highest average computation time of the designed SVM algorithm model is about 95 ms. The overall average calculation time linearly decreases around 200 iterations and tends to be stable, and the lowest overall average computation time is about 20 ms. In the DM process, the highest accuracy rate of the model is about 97%, and the lowest is about 92%. The DM accuracy rate is always stable as the number of iterations of the model continues to increase. The designed model slowly increases the occupancy rate of the system in the process of increasing computing time. At about 60 min, the system occupancy rate of the model tends to be stable, and the highest is maintained at about 23%. This study not only provides technical support for the optimization of DM algorithms with big data technology, but also contributes to the integrated development of industry–education cooperation systems.

Work Stress Management In The Preview Of Covid-19 Pandemic

In everyday undertakings especially at this time of Covid-19 Pandemic, it could be possible to experience pressure. The body's response to pressure is called stress. A survey was conducted to 31 office workers comprising of 11 male and 20 female, and 21 teachers composing of 9 male and 12 female to assess the amount of stress experienced in the workplace brought about by the pandemic and the ways employed in order to mitigate. A closed ended questionnaire was distributed to those who are willing to participate in the survey. Result showed a mean of 3.78: SD 0.858 on the pressure of job obligations such as the increase of workload, meeting deadlines for office workers and teachers with the changes of the curriculum and the modalities in teaching and learning process although the freedom to do at their best is encouraged a mean of 4.49: SD 0.7485 describe as often experienced. Effects on their physical health revealed a mean of 1.92: SD 1.026 describes as occasionally this a result of diversion activities employed getting a mean of 2.75: SD 1.318 describe as sometimes done. It is also revealed that eating good food, enough exercise, relaxing activities, sleeping, making time for hobbies, and talking out problems can help relieve stress while drinking alcohol and smoking won't help at all. It is concluded that in this hard time everyone need to relieve from stress by having enough sleep, exercise and adequate diet and taking vitamins to boast the immune system and prevent virus infection.

Numerical Analysis and Scientific Calculation Considering the Management Mechanism of College Students’ Innovation and Entrepreneurship Education

Purpose. This article aims to study how to analyze and study the numerical value of education management mechanisms based on cloud computing and describe the innovation and entrepreneurship of college students. Methodology. This article addresses the problems of numerical analysis and scientific computing. This problem is based on cloud computing, so it elaborates on the concepts and related algorithms of cloud computing and big data and designs and analyzes cases of numerical analysis and scientific computing of educational management mechanisms. Research Findings. Through the research of different kernel functions, the IG_CDmRMR algorithm can obtain relatively high accuracy results for numerical analysis and scientific computing. The IG_CDmRMR algorithm is the closest to expert evaluation. The maximum difference is 0.002, which is consistent in sample three. The maximum difference of the IG algorithm is 0.005, and the minimum difference is 0.002. The evaluation effect of the IG_CDmRMR algorithm is closer to the evaluation effect of experts. Practical Implications. It analyzes the numerical value of the education management mechanism and finds that the accuracy has a certain height. This has certain evaluation significance for the management mechanism of college students’ innovation and entrepreneurship education.

The Role of Information Technology in the Training of Healthcare Professionals

The purpose of the study is to analyse the current level of use of information technology in medical universities, as well as to investigate experience from other countries and consequently to design promising methods for enhancing the role of such technologies in training specialists in the field of medicine. After the study conducted, the following results were obtained, namely theoretical and practical statements on the issue. Thus, in the theoretical component, the concept of information technologies has been revealed and their impact on the efficiency of the learning process, particularly in medical universities, has been determined. In terms of the practical framework, it analyses international experience and identifies the main advantages arising from the use of modern programmes in the course of medical education. When it comes to the practical value of the study, it lies in the fact that it can be used not only by teachers, when designing curricula, but also by students during their studies, to facilitate and even accelerate them to a certain extent.

Setting Agenda for Medical Education Research in Pakistan

Objective: To justify the allocation of human and financial resources, this study aims to identify multiple stakeholders' views of medical education research priorities in Pakistan for the next five years. Methods: This two-stage exploratory mixed-method study was conducted from Jan 2018 to Jun 2019. A purposively selected sample of 250 faculty members, research supervisors, postgraduate students, undergraduate students and policymakers actively involved in improving Medical Education were included. In Stage-I: An exploratory open-ended questionnaire asking about Medical Education Research (MER) priorities in Pakistan for the next five years was emailed. Data were thematically analyzed to identify MER areas. In Stage-II: Another questionnaire was developed based on MER areas. The participants were asked to rate their importance on a scale of one to five. Descriptive statistics were calculated using SPSS.v.24. Results: In Stage-I, 140 participants and in Stage-II, 130 participants from different stakeholder groups responded. We identified 20 research priorities grouped under eight themes: curriculum organization, content, delivery, assessment, workplace, students, faculty and educational management. Top three r search priorities were identifying needs and developing effective provisions for continuous professional development of the faculty, improving assessment and communication skills. Conclusion: The study identified top MER priority areas as continuous professional development, assessment and communication skills. Some areas unique to the current study include admissions, fostering critical thinking, Islamic values in professionalism and ethics. The study provides evidence-base for decision-making about allocating time and funds for MER in Pakistan.

Australian Public Universities: A crisis of governance

[...]we will examine this failure of leadership through the lens of the statutory nature and governance structures of Australian public universities, cast against the current rhetoric that metaphorically equates universities with commercial corporations, to determine the extent to which such a metaphor is accurate, and ultimately (we contend) detrimental to an effective and efficient university sector. Bullying and wage theft consistently appear in recent news reports, while the casualisation of the workforce has reached unprecedented proportions: for example, the University of Melbourne, Australia's richest tertiary institution, for example, has been recently reported by the ABC as employing 72.9% of its staff on insecure terms (Duffy 2020). [...]structural changes within individual institutions occur at an increasingly rapid pace (often as a result of a new executive member being appointed to a particular portfolio), while academics lament an overall decline in the rigour and quality of the education, notwithstanding the proliferation of reporting forms and protocols allegedly designed to ensure the opposite. [...]university executives, over the past decade, have relied heavily on an international student 'market' when such reliance was not (and still is not) necessarily required by the legislative framework that establishes and regulates Australian public universities (Howard 2021). Universities have a long heritage as corporate entities (Russell 1993), having been structured as such for centuries (Compayre 1893). [...]unsurprisingly, the enabling legislation of all Australian public universities confers upon universities the capacities and powers of a body corporate.