Competency‐based standards for industry trainers: a critical comparison of international models

Models of competency standards for industry trainers now exist in Canada, Britain, USA, and Australia. These models all tend to define the training roles to which they apply, cluster the areas of competence in some way, and define the required competencies. The models also have interesting distinguishing features. Apart from the different mechanisms by which they achieve each of the above points, they differ in the purposes for which they were designed. The wishes of the stakeholders who controlled or initiated their development, and the particular contexts within which they were developed have been powerful influences. We assert that competency based standards can make a valuable contribution to the workforce but more is required on a range of higher order competencies, on the clarification of values which are implicit in the models and on quality assurance in relation to the ways they are developed and used. To enhance such work we show that an integrated approach to competency standards has advantages over previous approaches. Indeed such an integrated approach is perceived as one more stage in the development of a distinct HRD discipline.     

In and of the City: Theory of Action and the NYU Partnership School Program

This article explores the theory of action underlying New York University's (NYU's) Partnership Schools Program—explaining in the process what a theory of action is, and how it can be constructed for other innovations in other contexts. NYU's Partnership Program involves 23 schools, K-12, spanning several of New York City's most economically disadvantaged neighborhoods. It operates on the basis of what the authors call “mutual self-interest” and exploits what they call “complementarity.” The authors illuminate the program's original as well as its evolving intentions, and the environmental conditions necessary to enact them and to sustain the program over a decade. They also describe the program's core design elements, with a view to how these may be replicated elsewhere. Finally, they look closely at the Partnership's theory of action in action, employing action research data to portray a meeting where professors and teachers discuss the teacher education residency experiment they have collaboratively launched.     

Implications of risk and resilience in the life of the individual who is gifted/learning disabled

The constructs of risk and resilience and their implication in the life of individuals who are gifted, learning disabled, and gifted/learning disabled will be explored in this paper. The intent is to understand further how the constructs of risk and resilience affect individuals who are gifted/learning disabled. The paper includes a discussion of risk and resilience, followed by a discussion of learning disabilities, giftedness, and learning disabilities combined with giftedness. Each of these sections addresses the risk factors that hinder normal development and make the individual more vulnerable and the protective factors that serve to buffer the individual's response to adversity. Interventions that may foster resilience in the individual who is gifted/learning disabled are proposed.     

Exploring academic achievement in males trained in self-assessment skills

This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school leaving cohort in a small Caribbean country. Academic achievement was examined in all subjects taken by participants at a regional examination. Examination results indicate that males who were formally trained in self-assessment skills outperformed their untrained male counterparts. Implications for teaching and learning are explored and several practical suggestions are offered.     

The Impact of a Professional Development Program on Teachers' Understandings about Watersheds,Water Quality,and Stream Monitoring

Abstract

Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. This article reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. An overview of the professional development model is provided and evaluation data are reported, detailing the impact of the professional development model on teachers' understandings about watersheds, water quality, and stream monitoring.     

Informal Mentors and Education: Complementary or Compensatory Resources?

Few studies have examined the impact that mentoring (i.e., developing a special relationship with a non-parental adult) has on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youth to compensate for a lack of social resources or promote inequality by serving as a complementary resource for advantaged youth. Results from a nationally representative sample of youth show (1) a powerful net influence of mentors on the educational success of youth and (2) how social background, parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox-that informal mentors may simultaneously represent compensatory and complementary resources. Youth with many resources are more likely than other young people to have mentors, but those with few resources are likely to benefit more from having a mentor-particularly teacher mentors-in their lives.     

USE OF DISSOCIATION STRATEGIES WHEN RUNNING BECOMES DIFFICULT: LEVELS OF ABILITY AND GENDER DIFFERENCES

The use of dissociative and associative strategies was investigated in 40 junior athletes competing regularly in distance running events. The sample, 20 males and 20 females, representing athletes of different abilities (international, national, state, and club level competitors) was surveyed concerning cognitive strategies they used “when it was difficult to continue in a race or hard training session”. There was a significant relationship between level of ability and the runner's tendency to use dissociation to cope when running became difficult. The use of totally dissociative strategies was significantly higher for athletes of lesser ability: 8 of the 10 club level runners versus 1 of the 10 international level runners used only dissociation. Although there was no overall effect for gender, an analysis of the responses from subjects below the age of 16 showed that compared to females, males were more likely to be totally dissociative.