Teachers as researchers in a major research project: Experience of input and output

Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher–researchers into a major project are discussed. Some of these are practical, but also cover their unexpectedly experienced initial isolation within the project team, that has relevance for both forming and theorising communities of enquiry. An outline for a new concept of teacher–researcher begins to emerge that may influence the direction of educational research.     

Novice in secondary school – the coin has two sides

The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin.     

The Issue at a Glance

THE ISSUE AT A GLANCE

The Issue at a Glance     

我国自然旅游资源私有化后果动态管理研究

通过对"自然旅游资源私有化(NBTRP)"现象的机会和危险分析。NBTRP产生的影响既有正面影响也有负面影响,因此"NBTRP净影响监管模型"被设计用以动态综合评价目标目的地NBTRP的成效。     

Portfolios in First Grade: Four Teachers Learn to Use Alternative Assessment

Educational assessment is experiencing significant changes which affect classroom practices. This article describes an in-depth qualitative study of the implementation of portfolio assessment by four first grade teachers. Creative activities and valuable insights were given by these teachers which allow for successful implementation of portfolios in the classroom. These teachers found three major benefits of portfolios: (1) a means of communicating more effectively with families, (2) a tool to motivate, encourage, and instruct students in the skills of self-assessment, and (3) a mechanism to monitor and improve their own instruction in the classroom.     

Examining the Motivation of Health Profession Students to Study Human Anatomy

Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, self-efficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first- and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18–10.8, P < 0.001) and (β = 6.25, CI: 3.40–9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19–6.86, P = 0.006) and (β = 5.38, CI: 2.32–8.44, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18–7.25, P = 0.04) and (β = 3.07, CI: 0.03–6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.     

A Good Death – Can the Concept Be Applied to Anatomy?

The importance of patient-centered decisions is embedded throughout clinical practice. The principle that the patient is at the center of all decisions has helped form the contemporary approach to death and dying. The concept of a “good death” will naturally mean different things to different individuals, but is based on the foundation of being pain free, comfortable, and able to make informed decisions. Potential donors are faced with many personal, ethical, and often spiritual considerations when they come to think about their wishes after death. One consideration is that of a “good death.” This article explores how the concept of a “good death” may be applied to anatomy. Where first-person consent is in place, the motivating factors frequently include the wish for others to learn from the donation, and this notion may form part of the “good death” for the donor. Such motivations may impact positively on how students feel about dissecting and may provide comfort, assuaging feelings of discomfort, and allowing students to focus on anatomical learning. For donors where second-person consent is in place, the concept of a “good death” must depend on whether the individual wanted to donate their body in the first instance. The notion of a “bad death” may also be considered with body donation where no consent for donation is in place. This article proposes that there is ultimately a place for the concept that a “good death” may involve an individual donating their body to medical education.