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   

Alternatives to Social Promotion and Retention     

Matthew Lynch 《Interchange》2013,44(3-4):291-309

Studies indicate that retention negatively impacts students’ behavior, attitude, and attendance, but it is still practiced in schools around the country. Social promotion undermines students’ futures when they fail to develop critical study and job-related skills; however, it too is still practiced in many schools throughout the United States. These practices are ruining public education as we know it, and unless we innovate and find alternative strategies to replace them, the US. K-12 education system will continue to underperform. This article posits that retention and social promotion are equally undesirable choices, and that schools can reduce the need for these either-or options by using alternative approaches. A review of the current literature and practice suggests promising alternatives to social promotion and retention. These alternatives focus on preventing the failure cycle that results in poor performance so that social promotion and retention can segue into an effective, high-performance methods of intervention.  相似文献   

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   

In Transition: Experiences of Parents of Children with Special Needs at School Entry   总被引：1，自引：0，他引：1  

Magdalena Janus  Lauren Kopechanski  Ruth Cameron  Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485

Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and educational support. In this study, parents of 40 children with special needs reported on the transition to school experience of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children (pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion, this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory transition to school still exist, and are largely due to low effectiveness of existing policies.  相似文献   

From Hysteria to Hormones: A Rhetorical History     

John Lynch 《Quarterly Journal of Speech》2018,104(4):448-452

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TEACHING ABOUT OLDER PEOPLE WITH MENTAL RETARDATION: AN EDUCATIONAL MODEL     

Nancy P. Kropf  D. Michael Malone  Debra Welke 《Educational gerontology》2013,39(7):635-649

Extended lifespans and an increase in community‐based services have created an environment in which it is imperative that educational and service systems focus attention on older people with developmental disabilities. Although the cumulative effects of growing older with a lifelong disability create a unique set of issues and service needs, gerontology courses seldom include content on these elders. An insufficient educational focus translates into a service system inadequately prepared to meet critical individual needs. In this paper we describe an educational model used to prepare students to work with older people who have mental retardation. Students in the course described, part of the Interdisciplinary Leadership Training Program in Aging and Developmental Disabilities at the University of Georgia, are exposed to the ecological perspective as a way to examine various issues related to the aging population with mental retardation. Students explore issues relevant to older individuals with mental retardation and the various contexts in which these individuals function. The six units of the course are: overview of the older population with mental retardation, physiological issues, mental health issues, social support systems, service delivery networks, and legal and ethical concerns. Content from the course model can easily be infused into foundation gerontology courses to expose a greater number of students to the group of older people who have mental retardation.  相似文献   

Using a cognitive structural model to provide new insights into students' understandings of diffusion     

Debra Panizzon 《International Journal of Science Education》2013,35(12):1427-1450

In their paper, Martinez, Solanto, and Jiminez compared a number of methodologies used to describe students' understandings of scientific conceptions. One of the issues raised by the authors was the lack of a theoretical platform based in the area of cognition upon which the data were analysed. This paper investigates students' understandings of diffusion through the application of a cognitive structural perspective provided by the Structure of the Observed Learning Outcome model devised by Biggs and Collis. In this study, 60 senior secondary school and 120 first‐year university science students were presented with two extended response questions regarding diffusion. Four months after the completion of the questionnaires, 30 students were interviewed. The responses obtained from the students were interpreted using the Structure of the Observed Learning Outcome model. The results from the study provided strong evidence of a pathway of conceptual understanding of diffusion from simple intuitive ideas about movement to highly abstract views in which students explained the random motion of molecules in terms of kinetic theory. These results were consistent for both the high school and university students. In addition, the pathway provided a means of interpreting previous research results and practical ways of improving instruction in the future.  相似文献   

Dewey's social theory of the stimulus evaluated     

J. A. Lynch 《Peabody Journal of Education》2013,88(5):324-329

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Training future leaders     

Margaret Lynch Capone 《Communication quarterly》2013,61(3)

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Short-term professional learning that focuses on beliefs and practice: Improvements in preschool teachers’ ongoing literacy practice     

Jacqueline Lynch 《Journal of Early Childhood Teacher Education》2017,38(2):164-181

An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different language and literacy topics. Study participants completed a pre- and post-session questionnaire and were observed in the classroom before and after each session. Significant differences were observed in both their beliefs and practice after the intervention. Specifically, preschool teachers’ beliefs were related to their practice in two areas: oral language and vocabulary; and book reading. Based on the data, a focus on beliefs and practice in future short-term PL or workshop models may support successful outcomes in teaching practice.  相似文献