Abstract: Teacher’s sense of self-efficacy can affect significantly both teacher’s and student’s performance. More specific, self-efficacy is associated with the learning outcomes as well as student’s motivation and self-efficacy. For example, teachers with high sense of self-efficacy are more open to innovations and invest more effort in teaching. In addition to this, effective inclusive education is associated with higher levels of teacher’s self-efficacy. Pre-service teachers with high levels of self-efficacy could handle student’s behavior better and more effectively assist students with special educational needs. Teacher preparation programs are also important, because teacher’s efficacy beliefs are shaped early in learning, as a result the quality of teacher’s education programs can affect the sense of self-efficacy of pre-service teachers. Usually, a number of pre-service teachers do not consider themselves well prepared to work with students with special educational needs and do not have the appropriate sense of self-efficacy. This study aims to investigate the factors that contribute to the improvement of the sense of self-efficacy of pre-service special educators by using an academic practicum training program. The sample of this study is 159 pre-service special educators, who also participated in the academic practicum training program. For the purpose of this study were used quantitative methods for data collection and analysis. Teacher’s self-efficacy was assessed by the teachers themselves with the completion of a questionnaire which was based on the scale of Teacher’s Sense of Efficacy Scale. Pre and post measurements of teacher’s self-efficacy were taken. The results of the survey are consistent with those of the international literature. The results indicate that a significant number of pre-service special educators do not hold the appropriate sense of self-efficacy regarding teaching students with special educational needs. Moreover, a quality academic training program constitutes a crucial factor for the improvement of the sense of self-efficacy of pre-service special educators, as additional for the provision of high quality inclusive education.
Abstract: Many organizations in the Water, Sanitation and Hygiene (WASH) sector provide education and training in order to increase the effectiveness of their WASH interventions. A key challenge for these organizations is measuring how well their education and training activities contribute to WASH improvements. It is crucial for implementers to understand the returns of their education and training activities so that they can improve and make better progress toward the desired outcomes. This paper presents information on CAWST’s development and piloting of the evaluation methodology. The Centre for Affordable Water and Sanitation Technology (CAWST) has developed a methodology for evaluating education and training activities, so that organizations can understand the effectiveness of their WASH activities and improve accordingly. CAWST developed this methodology through a series of research partnerships, followed by staged field pilots in Nepal, Peru, Ethiopia and Haiti. During the research partnerships, CAWST collaborated with universities in the UK and Canada to: review a range of available evaluation frameworks, investigate existing practices for evaluating education activities, and develop a draft methodology for evaluating education programs. The draft methodology was then piloted in three separate studies to evaluate CAWST’s, and CAWST’s partner’s, WASH education programs. Each of the pilot studies evaluated education programs in different locations, with different objectives, and at different times within the project cycles. The evaluations in Nepal and Peru were conducted in 2013 and investigated the outcomes and impacts of CAWST’s WASH education services in those countries over the past 5-10 years. In 2014, the methodology was applied to complete a rigorous evaluation of a 3-day WASH Awareness training program in Ethiopia, one year after the training had occurred. In 2015, the methodology was applied in Haiti to complete a rapid assessment of a Community Health Promotion program, which informed the development of an improved training program. After each pilot evaluation, the methodology was reviewed and improvements were made. A key concept within the methodology is that in order for training activities to lead to improved WASH practices at the community level, it is not enough for participants to acquire new knowledge and skills; they must also apply the new skills and influence the behavior of others following the training. The steps of the methodology include: development of a Theory of Change for the education program, application of the Kirkpatrick model to develop indicators, development of data collection tools, data collection, data analysis and interpretation, and use of the findings for improvement. The methodology was applied in different ways for each pilot and was found to be practical to apply and adapt to meet the needs of each case. It was useful in gathering specific information on the outcomes of the education and training activities, and in developing recommendations for program improvement. Based on the results of the pilot studies, CAWST is developing a set of support materials to enable other WASH implementers to apply the methodology. By using this methodology, more WASH organizations will be able to understand the outcomes and impacts of their training activities, leading to higher quality education programs and improved WASH outcomes.
Abstract: Thoracotomy is a great surgery that has serious pulmonary complications, so purpose of this study was to determine the response of diaphragmatic excursion to inspiratory muscle trainer post thoracotomy. Thirty patients of both sexes (16 men and 14 women) with age ranged from 20 to 40 years old had done thoracotomy participated in this study. The practical work was done in cardiothoracic department, Kasr-El-Aini hospital at faculty of medicine for individuals 3 days Post operatively. Patients were assigned into two groups: group A (study group) included 15 patients (8 men and 7 women) who received inspiratory muscle training by using inspiratory muscle trainer for 20 minutes and routine chest physiotherapy (deep breathing, cough and early ambulation) twice daily, 3 days per week for one month. Group B (control group) included 15 patients (8 men and 7 women) who received the routine chest physiotherapy only (deep breathing, cough and early ambulation) twice daily, 3 days per week for one month. Ultrasonography was used to evaluate the changes in diaphragmatic excursion before and after training program. Statistical analysis revealed a significant increase in diaphragmatic excursion in the study group (59.52%) more than control group (18.66%) after using inspiratory muscle trainer post operatively in patients post thoracotomy. It was concluded that the inspiratory muscle training device increases diaphragmatic excursion in patients post thoracotomy through improving inspiratory muscle strength and improving mechanics of breathing and using of inspiratory muscle trainer as a method of physical therapy rehabilitation to reduce post-operative pulmonary complications post thoracotomy.
Abstract: The purpose of the study is to investigate the level of
intrinsic motivation of trainers after attending a Continuous
Professional Development Course (CPD) organized by Institute of
Teacher Training Malaysia titled, “Transformation of Teaching and
Learning the Fun Way”. This study employed a survey whereby 96
teacher trainers were given Situational Intrinsic Motivational Scale
(SIMS) Instruments. Confirmatory factor analysis was carried out to
get the validity of this instrument in local setting. Data were analyzed
with SPSS for descriptive statistic. Semi- structured interviews were
also administrated to collect qualitative data on participants’
experiences after participating in the two-day fun-filled program. The
findings showed that the participants’ level of intrinsic motivation
showed higher mean than the amotivation. The results revealed that
the intrinsic motivation mean is 19.0 followed by Identified
regulation with a mean of 17.4, external regulation 9.7 and
amotivation 6.9. The interview data also revealed that the participants
were motivated after attending this training program. It can be
concluded that this program, which was organized by Institute of
Teacher Training Malaysia, was able to enhance participants’ level of
motivation. Self-Determination Theory (SDT) as a multidimensional
approach to motivation was utilized. Therefore, teacher trainers may
have more success using the “The fun way approach” in conducting
training program in future.
Abstract: The Speexx results revealed four main factors
affecting the success of 190 Thai sophomores as follows: 1) Future
English training should be pursued in applied Speexx development.
2) Thai students didn’t see the benefit of having an Online Language
Training Program. 3) There is a great need to educate the next
generation of learners on the benefits of Speexx within the
community. 4) A great majority of Thai Sophomores didn't know
what Speexx was.
A guideline for self-reliance planning consisted of four aspects: 1)
Development planning: by arranging groups to further improve
English abilities with the Speexx Language Training program and
encourage using Speexx into every day practice. Local communities
need to develop awareness of the usefulness of Speexx and share the
value of using the program among family and friends. 2) Humanities
and Social Science staff should develop skills using this Online
Language Training Program to expand on the benefits of Speexx
within their departments. 3) Further research should be pursued on
the Thai Students progression with Speexx and how it helps them
improve their language skills with Business English. 4) University’s
and Language centers should focus on using Speexx to encourage
learning for any language, not just English.
Abstract: Background: Core stability training has recently attracted attention for improving muscle balance and optimizing performance in healthy and unhealthy individuals. Purpose: This study investigated the effect of beginner’s core stability exercises on trunk flexors’/extensors’ peak torque ratio and trunk flexors’ and extensors’ peak torques. Methods: Thirty five healthy individuals participated in the study. They were randomly assigned to two groups; experimental “group I, n=20” and control “group II, n=15”. Their mean age, weight and height were 20.7±2.4 vs. 20.3±0.61 years, 66.5±12.1 vs. 68.57±12.2 kg and 166.7±7.8 vs. 164.28 ±7.59 cm. for group I vs. group II. Data were collected using the Biodex Isokinetic system. The participants were tested twice; before and after a 6-week period during which group I performed a core stability training program. Results: The 2x2 Mixed Design ANOVA revealed that there were no significant differences (p>0.025) in the trunk flexors’/extensors’ peak torque ratio between the pre-test and post-test conditions for either group. Moreover, there were no significant differences (p>0.025) in the trunk flexion/extension ratios between both groups at either condition. However, the 2x2 Mixed Design MANOVA revealed significant increases (p0.025) in group II. Moreover, there was a significant increase (p
Abstract: Teachers form the backbone of any educational system, hence selecting qualified candidates is very crucial. In Malaysia, the decision making in the selection process involves a few stages: Initial filtering through academic achievement, taking entry examination and going through an interview session. The last stage is the most challenging since it highly depends on human judgment. Therefore, this study sought to identify the selection criteria for teacher candidates that form the basis for an efficient multi-criteria teacher-candidate selection model for that last stage. The relevant criteria were determined from the literature and also based on expert input that is those who were involved in interviewing teacher candidates from a public university offering the formal training program. There are three main competency criteria that were identified which are content of knowledge, communication skills and personality. Further, each main criterion was divided into a few subcriteria. The Analytical Hierarchy Process (AHP) technique was employed to allocate weights for the criteria and later, integrated a Simple Weighted Average (SWA) scoring approach to develop the selection model. Subsequently, a web-based Decision Support System was developed to assist in the process of selecting the qualified teacher candidates. The Teacher-Candidate Selection (TeCaS) system is able to assist the panel of interviewers during the selection process which involves a large amount of complex qualitative judgments.