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British Educational Research Journal, EarlyView.Abstract In this paper, we explore how neurodivergent ways of being in early education are often gendered. The intersectionalities of gender and neurodivergence often lead to fixed expectations that perpetuate binary interpretations, pathologisations, missed diagnoses and a lack of curated support.
Ruth Churchill Dower, Hannah Hogarth
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‘I was treated as a deficit’: Immigrant teachers' career progression in Australia
British Educational Research Journal, EarlyView.Abstract Immigrant teachers have long been recruited through skilled and employer‐sponsored migration schemes to address teacher shortages in Australia, yet their career trajectories remain constrained by systemic inequities that limit their integration and professional development opportunities.
Ching Ting Tany Kwee +2 more
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British Educational Research Journal, EarlyView.Abstract Agency has increasingly become a central concept in educational leadership research, yet its application to those preparing to enter school leadership roles remains underexplored. Drawing on the conceptual framework of the ecological approach to teacher agency, we explored how and in what ways aspiring school leaders in Scotland (n = 21 ...
Romina Madrid Miranda +2 more
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Breaking point: Identifying the factors that predict suspension from school
British Educational Research Journal, EarlyView.Abstract School suspensions are associated with adverse educational and psychosocial outcomes, yet little is known about how structural disadvantage, relational factors, health behaviours, well‐being indicators and school‐level factors jointly predict suspension risk in England.
Stephanie Cahill +5 more
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Competency and professionalism in medicine
The Clinical Teacher, 2012Summary Background: In this article some definitions of competency and professionalism will be discussed, and an overview of existing methods that assess competency and professionalism in anaesthesia resident doctors (residents) is provided.
Alexander, Matveevskii +2 more
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2020
The existing medical education paradigm is not structured in a way that prepares future physicians with knowledge or the skill set to excel in professionalism. The authors provide information in the form of a case study of a professionalism competency development program that was undertaken in the Duke University Medical School Division of Head and ...
Barry A. Doublestein +2 more
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The existing medical education paradigm is not structured in a way that prepares future physicians with knowledge or the skill set to excel in professionalism. The authors provide information in the form of a case study of a professionalism competency development program that was undertaken in the Duke University Medical School Division of Head and ...
Barry A. Doublestein +2 more
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Professional competence in medicine
Hospital Medicine, 1999Professional competence in medicine is under the microscope following a year of government and media attention directed at the performance of doctors and outcomes for patients. The ability of the profession to self-regulate has been questioned and the roles of the state, the universities, the Royal colleges and the postgraduate deans are shifting. This
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MEASURING PROFESSIONAL COMPETENCE
Journal of the American Medical Association, 1954Many years ago, Charles Victor Roman wrote: "Intercommunication begets confidence. Friendship and cooperation grow with acquaintance. Isolation accentuates differences and dissention thrives on adversity. We dislike what we do not understand and antagonize what is strange to us.
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The Assessment of Professional Competence
Evaluation & the Health Professions, 1992Valid assessment of professional competence has proven to be an elusive goal. Objective tests, direct observation ofperformance, overall ratings of competence, and simulations have been tried and found wanting in one way or another. Objective test items are criticized as being unrealistic and therefore invalid.
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Evaluating professional competence
Journal of the American Podiatric Medical Association, 1993Professional competence evaluation should involve attention to its intellectual and social context, and not just worry about technical fine points. The author frames professional competence evaluation broadly, containing sections on social issues, conceptual problems, and technical matters. The author uses illustrations from podiatric medicine and from
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