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This article describes the Consortium for Social Work Training in Aging (CSWTA), a unique partnership among 3 schools of social work and 6 county departments of adult and aging services. Using an innovative collaborative training model that included structured rotations and curricular support, CSWTA contributed to increased student interest in aging, improved knowledge about aging and aging services, and enhanced training capacity of county departments of adult and aging services. This model represents a promising approach for increasing the number of professional social workers trained to provide effective service and leadership to the public sector in the field of aging.

Abstract This article focuses on reporting the relationship between research integrity and research supervision. Initially, it briefly discusses the positive research supervision. By following a detailed thematic analysis methodology, 66 published sources were compiled, disassembled, reassembled and interpreted. The findings of this study highlight that maintaining research integrity is the responsibility of all, and that more responsibility falls onto the shoulders of instructors and supervisors who need to ethically perform research supervision to maintain further research integrity. Further, they show crises related to how research supervision is at danger, and how danger at supervision exists. The insights reported in this study help raise further awareness towards effective research supervision that in return and in effect enhances the overall research integrity. The review also concludes with three critical messages (for higher education policymakers, administrators, instructor/supervisors, and students/supervisees) for a practical implementation.

Ethics content in field instruction is a vital component of social work education. Ethical standards and knowledge have expanded significantly in recent years. The author provides a comprehensive overview of core ethics content that should be incorporated into students’ internships, and also highlights key themes that should be addressed. Essential ethics content addresses core social work values, students’ personal and professional values, ethical dilemmas in field placements and social work practice, ethical decision-making frameworks and strategies to manage ethics risks.

Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presence of technologies in the development of educational tasks means that the acquisition of Digital Competences (DC) by teachers and students in training goes beyond the mere mastery of content and teaching methodologies. The research presented aims to analyze the educational possibilities of T-MOOCs for the development of DC in teachers, and as resources that favor autonomous and collaborative learning in innovative scenarios. The study sample is made up of 313 students of the Primary Education Degree at the University of Seville (Spain). For this purpose, two online questionnaires (Google Forms) were applied at the beginning of the course: the Digital Teaching Competence Questionnaire (DigCompEdu), and the Content Questionnaire: Digital Resources and Digital Pedagogy. The results obtained show that the students’ level of both digital competences and subject content is low to medium, so that training in educational technology is required for the acquisition of key digital competences. Based on the data obtained, the following actions are proposed: (a) The concretion of the contents structured by means of a learning guide and e-activities to be developed by the student body, taking into account the United Nations guidelines with regard to the Development of Sustainable Objectives; (b) The creation of a training and innovative environment under the T-MOOC architecture, based on open and distance learning due to the current health situation of COVID-19, which, on the one hand, empowers students to use digital tools, and on the other hand, facilitates the acquisition of the SDGs; and (c) The evaluation of the T-MOOC designed as a resource for autonomous, collaborative, guided learning in emerging contexts in which technologies and educational innovation play an important role for sustainable development.

BACKGROUND: The success of any educational institution is measured by its academic performance or how well students meet the standards set out. Currently, nursing students' academic failure is a phenomenon of growing international interest because of its economic impact and its negative effects on the availability of future nurses in different health care systems. Factors identified as influencing the academic performance of students include the socio-economic background of parents or guardians, lecturer-student relationships, academic support services, demographic factors, quality of nurse educators, availability of facilities in the school, the language of instruction and level of entry qualifications of students. OBJECTIVES: The purpose of this study was to describe the perceptions of enrolled student nurses on factors influencing their academic performance in a private nursing school in KwaZulu-Natal, South Africa. METHOD: Data were collected from 100 respondents using an adapted instrument related to the factors believed to influence students' academic performance. RESULTS: The results showed that parental involvement in education, good and supportive relationships between nurse educators and students, classroom computer technological gadgets, internet connection and adequate learning facilities were perceived as fostering better academic performance of students. In contrast, poor family background, use of English language for classroom instruction as well as negative peer group influences were leading to poor academic performance. CONCLUSION: Nursing institutions should, therefore, select students with higher-level entry qualifications, early identify at-risk students, recruit more qualified nurse educators and upgrade their facilities.

Chapter 1 description to a perception of the mentor as a life guide for continuing adult learning and development.In the context of teacher education, the literature abounds with definitions of mentoring.Mentoring is often conceptualized as the individualized support, assistance, guidance and challenge that one more experienced teacher gives to a teacher with little or no experience (Awaya, McEwan, Heyler, Linsky, Lum & Wakukawa, 2003;Feiman-Nemser, 1995;Rowley, 1999).The mentor (in this study also called cooperating teacher; see section 1.4) may attend to the professional development of beginning teachers through a variety of roles.Mentors may model lessons, jointly plan curriculum, serve as coach on subject matter, discuss school issues, guide novices using a variety of teaching approaches, etc. (Achinstein & Athanases, 2006).In summary, apart from his or her task of being a teacher, a mentor may be a friend, guide, coach, and role model for beginning teachers.In practice, mentoring does not rest on robust ideas about teacher knowledge, students, or change.Mentoring strongly focuses on reducing beginning teachers' "practice shock" (Veenman, 1984), thus assisting beginning teachers in initial survival. The importance of the mentoring relationshipResearchers in the framework of teacher training claim that student teaching practice in the school serves as the most significant factor in the shaping of the student teachers' experience of training to be a teacher (Ben-Peretz, 1995;Lanier & Little, 1986;Tang, 2003).A review of the literature by Lanier and Little (1986) of student teachers' evaluations of their professional training in different times and places supports this conclusion.It was found that student teachers identify with their cooperating teachers more than with their teacher trainers or with other college personnel (Calderhead & Shorrock, 1997;Guyton & McIntyre, 1990).As Hawkey (1997) claims, student teachers are cognitively and affectively changed as a consequence of their mentoring experience.Despite different structural and organizational forms of mentoring programs, it appears that the unique and individual relationship between student teacher and mentor teacher is what differentiates good mentoring from conventional mentoring or worse.Much has been written about the idiosyncratic nature of mentoring relationships that is dependent upon the individuals involved (Bullough & Baughman, 1993; McNally, 1994) and the difficulty of investigating what actually takes place in Chapter 1 Theoretical and practical relevance of the studyThis study relates to current issues and debates in the literature about aspects of the quality of the mentoring relationship, including the difficulties of investigating latent beliefs and perceptions of individuals, different perceptions of the role of the cooperating teacher, the conceptualization of learning situations in teacher education and the connections between different types of mentoring relationships and student teachers' perceptions of learning to teach.In light of increased time spent in the schools in teacher training (Farrel, 2003;McNally, 1994;Tang, 2003), practical supervision of student teachers requires a much more negotiated teaching/learning contract between the training institutions and the cooperating teachers.To accomplish this, it is necessary to identify the kinds of things that student teachers perceive to learn and the nature of situations that are perceived by them as supportive and challenging in order to promote learning opportunities of wider possibilities.According to the literature on teacher education, what and how student teachers learn from their cooperating teachers about teaching practice remains the big unanswered question (Feiman-Nemser & Buchman, 1987;Wang, 2000;Zeichner, 1995).We wished to narrow the gap between theory and practice by building on the growing body of knowledge concerning "good mentoring" from the perspective of the cooperating teachers and the student teachers themselves (Zanting, Verloop & Vermunt, 2001b).By answering the questions of what kinds of knowledge and skills student teachers report that they learn and how they perceive their learning experiences as internal triggers of support and challenge, we hope to add to the growing body of knowledge concerning the processes student teachers undergo in learning to teach.A deeper understanding of the role of initial perceptions of the participants and the subsequent interaction of matched and mismatched perceptions between participants form the basis for recommendations for supervision of mentoring relationships in practicum programs.Together, the four studies result in descriptions of diverse learning situations that contribute to our conceptualization of a beneficial framework for student teacher learning.

This paper describes a 2-week global study course to Doha, Qatar for graduate students in the higher education leadership and student affairs program at the University of San Diego. The course sought to develop intercultural competence with a specific focus on understanding Qatari and Middle Eastern perspectives and culture, understanding the unique challenges in higher education student affairs for Qatar and other Middle Eastern countries, and identifying ways for students to apply learning from the course to student affairs practice. These learning outcomes are discussed in the context of the profession of student affairs and the University of San Diego and its Catholic mission. An overview of the global course components is presented along with student and instructor reflections of learning from the course. Challenges from the course are discussed followed by recommendations for similar global study courses.

This Article proposes that introducing mindfulness meditation into the legal profession may improve practitioners' well-being and performance and weaken the dominance of adversarial mind-sets. By enabling some lawyers to make more room for - and act from - broader and deeper perspectives, mindfulness can help lawyers provide more appropriate service (especially through better listening and negotiation) and gain more personal satisfaction from their work. Part I of this article describes a number of problems associated with law school and law practice. Part II sets forth a variety of ways in which lawyers, law schools, and professional organizations have tried to address these problems. Part III details the nature and effects of mindfulness meditation. And Part IV discusses recent programs introducing mindfulness meditation to the legal profession and the potential benefits of mindfulness meditation to lawyers and law students. It also examines possible concerns that mindfulness meditation might threaten values and practices that are important to the profession and the legal system.