Preservice Teacher Attitudes Toward Giftedness     

Debra A. Troxclair 《Roeper Review》2013,35(1):58-64

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Reflections of Program Faculty on NIA-Supported Research Training     

Debra L. Valencia-Laver 《Educational gerontology》2013,39(7):575-588

From the program faculty of St. Scholastica's National Institute on Aging Summer Institute on the Psychology of Aging, 7 members responded to a series of questions posed to them in individual telephone interviews. They represented a wide range of disciplinary interests and institutions. Their motivation for participation, their advice for both program participants and others at similar institutions, and their sense of the niches that could be filled by aging research conducted at primarily undergraduate teaching institutions differed among the faculty in provocative ways. At the same time, their positive experiences with the program, willingness to return, and respect and admiration for its goals and its director were very apparent. This suggests that programs such as this might provide opportunities for faculty development, with benefits extending also to the faculty who bring their expertise to the program. The motivations and benefits mentioned are consistent with those identified in the mentoring literature. The results suggest that programs such as this can provide opportunities for faculty development, with benefits also extending to the program faculty who bring their expertise to such a program.  相似文献   

Focus on dementia care: Continuing education preferences,challenges, and catalysts among rural home care providers     

Julie G. Kosteniuk  Debra G. Morgan  Megan E. O’Connell  Vanina Dal Bello-Haas  Norma J. Stewart 《Educational gerontology》2013,39(9):608-620

ABSTRACT

Home care staff who provide housekeeping and personal care to individuals with dementia generally have lower levels of dementia care training compared with other health care providers. The study's purposes were to determine whether the professional role of home care staff in a predominantly rural region was associated with preferences for delivery formats of dementia-specific continuing education (CE) programs, and challenges and catalysts to attending CE on any topic. From January through March, 2014, 82 of 111 eligible home care staff in one Saskatchewan health region completed a cross-sectional postal survey (73.9% response rate). The survey included 41 nurses/case managers (client care coordinators, assessors, and team managers) and 41 continuing care aides (home health aides). Nurses/case managers and aides were equally likely to report moderate to high interest in locally delivered CE and low interest in Internet-based and computer-based CE. Compared with nurses/case managers, aides were more likely to report challenges to CE attendance due to CE not being a requirement of their position or relevant to their work. Low staffing levels were the top challenge regardless of professional role. Nurses/case managers and aides were equally likely to identify locally offered programs and paid time off as the top two catalysts of CE attendance. Given the growing number of individuals with dementia receiving home care services, the current study suggests that continuing education should be offered locally and included in rural staff’s paid time in order to encourage attendance.  相似文献   

Benefits and Challenges of the Passport Broadcast Intervention in Long-Term Care     

Elaine Wittenberg-Lyles  Debra Parker Oliver  George Demiris  Sara Shaunfield 《Educational gerontology》2013,39(10):691-698

Creative activities are a challenge for long-term care facilities. The Passport intervention uses web-based video technology to provide long-term care residents with a virtual travel experience. Passport broadcasts were conducted and staff and residents were interviewed about the experience. A thematic analysis of interviews was used to discern benefits and challenges. Reported benefits included experience with technology, interaction with student visitors, reminiscing, and active learning. Challenges involved technical quality concerns related to the audio and visual needs of seniors. The pilot found the Passport intervention as a promising tool for creative activities in a long-term care setting.  相似文献   

Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome     

Colin Reilly  Lindsey Stedman 《Support for Learning》2013,28(3):115-121

An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important.  相似文献   

Film Noir: Light and Shadow Alain Silver and James Ursini,Editors. Applause Theatre and Cinema Books, 2017.          下载免费PDF全文

Debra B. Cutshaw 《Journal of American culture (Malden, Mass. : 2003)》2018,41(2):227-228

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The Imperative of Soft Skill Development in Preventive Conservation Practice and Training     

Joelle D. J. Wickens  Debra Hess Norris 《文物保护研究》2018,63(5):301-306

ABSTRACT

Cultural heritage is wonderfully diverse and as heritage preservation professionals, it is our duty to address the preventive conservation of all cultural heritages. However, there is no one set of guidelines, practices or rules that can be applied in all situations. A preventive conservator with strong technical and soft skills is essential in this situation. At the Winterthur/University of Delaware Program in Art Conservation (WUDPAC), preventive conservation has been an identifiable part of the curriculum since the early 1980s. From its establishment, the curriculum has evolved to include the teaching of both current day technical skills for the practice of preventive conservation and soft skills in teamwork, leadership, institutional priorities and goals identification, and written and oral communication. These are taught to all students in their first year and those that select the option of a preventive conservation minor in their second year. Recently, it has become clear that it is not possible to teach adequately both the technical and soft skills needed for the practice of preventive conservation within WUDPAC's existing minor area of study. Additional time is needed to study and develop the complex theories, abilities and requisite skills that characterize the preventive conservation specialty. This paper discusses the work to develop a curriculum for a WUDPAC preventive conservation major, the strong mandate to continue to teach both technical and soft skills, and the surprising resistance to the establishment of a preventive conservation major.  相似文献   

The Viability of Using Rapid Judgments as a Method of Deception Detection     

Norah E. Dunbar  Matthew L. Jensen  Lindsey A. Harvell-Bowman  Katherine M. Kelley  Judee K. Burgoon 《Communication methods and measures》2017,11(2):121-136

Rapid Judgments (RJs) are quick assessments based on indirect verbal and nonverbal cues that are known to be associated with deception. RJs are advantageous because they eliminate the need for expensive detection equipment and only require minimal training for coders with relatively accurate judgments. Results of testing on two different datasets showed that trained coders were reliably making RJs after watching both long and short interaction segments but their judgments were not more accurate than the expert interviewers. The RJs did not discriminate between truth and deception as hypothesized. This raises more questions about the conditions under which making RJs from verbal and nonverbal cues achieves accurate detection of veracity.  相似文献   

Understanding Instructor Immediacy,Credibility, and Facework Strategies Through a Qualitative Analysis of Written Instructor Feedback     

Elizabeth E. Gardner  Lindsey B. Anderson  Andrew D. Wolvin 《Qualitative Research Reports in Communication》2017,18(1):27-35

Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course.  相似文献   

Sex Differences in the Perceived Appropriateness of Receiving Verbal Aggression     

Lindsey Susan Aloia  Denise Haunani Solomon 《Communication Research Reports》2017,34(1):1-10

This study predicted that (a) male recipients evaluate aggressive messages as more appropriate than female recipients, and (b) the magnitude of this difference varies as a function of contextual parameters. A total of 249 college-aged students responded to hypothetical scenarios to evaluate the influence of sex of the message recipient, sex of the message source, relationship type, and privacy level of the communication setting on recipients’ evaluations of appropriateness of aggressive communication. Results indicated that male recipients evaluate aggressive messages as more appropriate than female recipients, and this main effect was moderated by sex of the message source, relationship type, and privacy level. The discussion highlights the subjective experience of aggression for male and female recipients.  相似文献