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Teachers' knowledge about language in mathematics professional development courses

Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.

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Teachers' knowledge about language in mathematics professional development courses

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Learning language that matters

Background: Courses for migrants in Europe are mostly aimed at literacy in western languages as a means for participation in society. These curricula are not suitable for migrants without previous basic education, which leaves groups of migrants vulnerable to alienation and without support for social integration.Method: The IDEAL-programme (Integrating Disadvantaged Ethnicities through Adult Learning), which takes a participatory didactic approach and in which daily personal and family life is the starting point for learning, was provided and evaluated in the Netherlands and Sweden in 2011–2013. The participants (N = 16) were migrant mothers of Berber and Arabic origin without formal educational experience. The teachers shared the same back-ground and served as role model facilitators and social brokers.Results: Through exploring their personal narratives, the participants showed new insights,skills, and attitudes on the topics of communication, health and parenting. All participants showed progress in language acquisition and participation in society. The Dutch group of migrant mothers reported to use less physical punishment and threats to their children,and to practise more positive parenting skills instead.Discussion: Literacy oriented programmes for social integration are not suitable for all migrants and do not encourage acculturation. The proposed method offers a feasible alter-native, so that migrants may be more adequately supported in their efforts for social integration in receiving societies. In order to advance the future development of participatory programmes for civic education, several key intervention design principles and political conditions are discussed.

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Cross-sectional evaluation of pharmaceutical care competences in nurse education

Background: Nurses play an important role in interprofessional pharmaceutical care. Curricula related to pharmaceutical care, however, vary a lot. Mapping the presence of pharmaceutical care related domains and competences in nurse educational programs can lead to a better understanding of the extent to which curricula fit expectations of the labour market. The aim of this study was to describe 1) the presence of pharmaceutical care oriented content in nursing curricula at different educational levels and 2) nursing students' perceived readiness to provide nurse pharmaceutical care in practice. Methods: A quantitative cross-sectional survey design was used. Nursing schools in 14 European countries offering educational programs for levels 4-7 students were approached between January and April 2021. Through an online survey final year students had to indicate to what extent pharmaceutical care topics were present in their curriculum. Results: A total of 1807 students participated, of whom 8% had level 4-5, 80% level 6, 12% level 7. Up to 84% of the students indicated that pharmaceutical care content was insufficiently addressed in their curriculum. On average 14% [range 0-30] felt sufficiently prepared to achieve the required pharmaceutical care competences in practice. In level 5 curricula more pharmaceutical care domains were absent compared with other levels. Conclusions: Although several pharmaceutical care related courses are present in current curricula of level 4-7 nurses, its embedding should be extended. Too many students perceive an insufficient preparation to achieve pharmaceutical care competences required in practice. Existing gaps in pharmaceutical care should be addressed to offer more thoroughly prepared nurses to the labour market.

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Cross-sectional evaluation of pharmaceutical care competences in nurse education

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Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.

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Language education in the EU and the US

Across the globe, linguistically heterogeneous populations increasingly define school systems at the same time that developing the ability to communicate cross-culturally is becoming essential for internationalized economies. While these trends seem complimentary, they often appear in paradoxical opposition as represented in the content and execution of nationwide education policies. Given the differing geopolitical contexts within which school systems function, wide variation exists with regard to how policymakers address the challenges of providing language education, including how they frame goals and design programs to align with those goals. Here we present a cross-continental examination of this variation, which reveals parallel tensions among aims for integrating immigrant populations, closing historic achievement gaps, fostering intercultural understanding, and developing multilingual competencies. To consider implications of such paradoxes and parallels in policy foundations, we compare language education in the US and in the EU, focusing on the Netherlands as an illustrative case study.

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Internationalizing curricula

Internationalizing curricula. Needs and wishes of alumni and employers with regard to international competencies. Internationalization has become of great importance for universities acrossthe globe. The labour market is becoming international, with internationalopportunities and international competition. Emerging markets such as India, China and Russia are gaining economic power. Global challenges demand world-wide solutions. Production and marketing networks span the globe and various forms of migration have resulted in a large cultural diversity within nations. As a result, societies and labour markets are changing as well. In order to deal with these societal changes adequately and to succeed in today’s labour market, graduates need to be equipped with international competencies. In a survey among 500 chief executives, ICM Research (on behalf of Think Global and The British Council, 2011) showed that employers strongly value staff members who are able to work in an international and multicultural environment. Similar results were found in Diamond et al. (2011), in which ‘multicultural teamwork’ was considered most important. The Hague University of Applied Sciences seeks to prepare its students adequately for the world of tomorrow. The University’s development plans (e.g. HogeschoolOntwikkelingsPlan, HOP 7, 2009-2013 and HOP 8, 2014-2017) indicate that its vision is to train students to be globally-minded professionals with an international and multicultural perspective, who are world-citizens, interested in global issues and able to deal with diversity in a constructive manner. They are to be professionals, who possess the competencies to function well in an international and intercultural environment. Internationalization is therefore high on the agenda of The Hague University of Applied Sciences (THUAS) which is illustrated by the fact that, as of 2014, new students in all academies have to fill 12.5% (30 ECTS) of their four-year Bachelor program with international activities. These activities can range from an internship or semester abroad (student mobility) to participating in full programs of study or minors in which English is the medium of instruction, or an internationally themed minor (Internationalization at Home, IaH). And this is only the beginning. Internationalization is a means, not an end. All THUAS courses are looking into ways in which they can internationalize their curriculum. And in doing so, they need to be innovative (Leask, 2009) and keep in mind the specific needs and wishes of alumni and their employers with regard to international competences. The THUAS research group International Cooperation supports these internationalization policy objectives by investigating various aspects, such as: • The acquisition and development of international competencies among students. • The extent to which lecturers possess international competencies and what their needs and wishes are for further development. • The international competencies THUAS graduates have acquired as part of their degree and how THUAS has stimulated this development. • The international competencies that employers and alumni consider important. Although international competencies and employability have received growing attention in internationalization research, existing studies have mainly focused on: • The effects of study abroad on the development of international competence (cf. Hoven & Walenkamp, 2013). • The effects of an experience abroad (study, internship, voluntary work) on employability. • A more general analysis of the skills employers look for in prospective employees.

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Promoting science and technology in primary education

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorized according to a taxonomy of integration types synthesized from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support, and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.

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Promoting science and technology in primary education

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Constructive alignment in foreign language curricula

While Communicative Language Teaching (CLT) is recognised as an effective approach worldwide, its implementation in foreign language (FL) classrooms remains difficult. Earlier studies have identified factors impeding CLT implementation, such as a lack of communicative lesson materials or teachers' more traditional views on language learning. In the Netherlands, CLT goals have been formulated at the national level, but are not always reflected in daily FL teaching and assessment practice. As constructive alignment between learning goals, classroom activities and assessments is a precondition for effective teaching, it is important to gain a deeper understanding of the degree of alignment in Dutch FL curricula and the factors influencing it. The current study therefore aims to take a systematic inventory of classroom practices regarding the translation of national CLT goals into learning activities and assessments. Findings revealed that teaching activities and classroom assessments predominantly focused on grammar knowledge and vocabulary out of context and, to a lesser extent, on reading skills. External factors, such as teaching and testing materials available, and conceptual factors, such as teachers' conceptions of language learning, were identified to contribute to the observed lack of alignment. Assessments in particular seem to exert a negative washback effect on CLT implementation.

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Constructive alignment in foreign language curricula

While Communicative Language Teaching (CLT) is recognised as an effective approach worldwide, its implementation in foreign language (FL) classrooms remains difficult. Earlier studies have identified factors impeding CLT implementation, such as a lack of communicative lesson materials or teachers' more traditional views on language learning. In the Netherlands, CLT goals have been formulated at the national level, but are not always reflected in daily FL teaching and assessment practice. As constructive alignment between learning goals, classroom activities and assessments is a precondition for effective teaching, it is important to gain a deeper understanding of the degree of alignment in Dutch FL curricula and the factors influencing it. The current study therefore aims to take a systematic inventory of classroom practices regarding the translation of national CLT goals into learning activities and assessments. Findings revealed that teaching activities and classroom assessments predominantly focused on grammar knowledge and vocabulary out of context and, to a lesser extent, on reading skills. External factors, such as teaching and testing materials available, and conceptual factors, such as teachers' conceptions of language learning, were identified to contribute to the observed lack of alignment. Assessments in particular seem to exert a negative washback effect on CLT implementation.

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Producten 455

Teachers' knowledge about language in mathematics professional development courses

Learning language that matters

Cross-sectional evaluation of pharmaceutical care competences in nurse education

Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

Language education in the EU and the US

Internationalizing curricula

Promoting science and technology in primary education

Constructive alignment in foreign language curricula

Constructive alignment in foreign language curricula

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Producten 455

Teachers' knowledge about language in mathematics professional development courses

Learning language that matters

Cross-sectional evaluation of pharmaceutical care competences in nurse education

Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

Language education in the EU and the US

Internationalizing curricula

Promoting science and technology in primary education

Constructive alignment in foreign language curricula

Constructive alignment in foreign language curricula