The MSU Educational Technology Certificate Courses and Their Impact on Teachers’ Growth as Technology Integrators     

Michelle Schira Hagerman  Alison Keller  Jodi L. Spicer 《TechTrends》2013,57(3):26-33

The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master’s of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and faceto-face). We also present student feedback and survey data that inform a critical evaluation of the program’s effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses.  相似文献   

Shared patron driven acquisition of E-books in the California State University Library Consortium     

Jodi Shepherd  Marc Langston 《Library Collections, Acquisitions, and Technical Services》2013,37(1-2):34-41

The California State University (CSU) system has a history of consortial purchasing of electronic resources. Its most recent endeavor is consortial Patron Driven Acquisition (PDA) of e-books. Two PDA e-book pilots, funded by the CSU Chancellor's Office, were conducted in 2011 and 2012. The aim of the pilots was to reduce duplication of e-books on CSU campuses, and determine if consortial PDA is appropriate for the CSU. This article provides an overview of CSU's cooperative collection development efforts, results from both pilots, and addresses how a consortial PDA program affects collection development locally on one CSU campus.  相似文献   

A Comparison of Live Classroom Instruction and Internet-Based Lessons for a Preparatory Training Course Delivered to 4th Year Pharmacy Students   总被引：1，自引：1，他引：0  

Wesley Nuffer  Jodi Duke 《Journal of Science Education and Technology》2013,22(4):522-528

To compare the effectiveness of an internet-based training series with a traditional live classroom session in preparing pharmacy students to oversee a diabetes management program in community settings. Two cohorts of students were identified that prepared by utilizing a recorded online training exclusively, and two separate cohorts of students prepared by receiving only live classroom instruction. All students in the four cohorts were given a survey to evaluate the training sessions, and results were analyzed using the analysis of variance statistical test (ANOVA). Preceptors at the sites who interacted with students in all four cohorts were surveyed to evaluate which students appeared more prepared; these data were compared using paired t tests. Final assessment data for students in all four cohorts were analyzed using ANOVA. There were statistical differences between the two live training groups, with the second group finding the training to be more beneficial for preparing them, feeling the training length was appropriate and preferring the live modality for delivery. The two internet training cohorts were similar except for perceptions regarding the length of the online training. Comparing responses from those students who received live training with those receiving internet instruction demonstrated a statistical difference with the live groups rating the trainings as more helpful in preparing them for the clinics, rating the training as necessary, and rating their confidence higher in seeing patients. Preceptors rated the live training statistically higher than online training in preparing students. There was no difference between groups on their final site assessments. Live classroom training appears to be superior to the recorded internet training in preparing pharmacy students to oversee a diabetes management program in community settings.  相似文献   

Complicating the “Soccer Mom”     

Lisa Swanson 《Research quarterly for exercise and sport》2013,84(2):345-354

Using Pierre Bourdieu's theories of social class differentiation and class reproduction, this paper provides an analysis of class-based identity politics in contemporary suburban America. Through a critical ethnography of the emergent, American, upper-middle-class “soccer mom” phenomenon, this study contributes to a growing body of research that interrogates class-based, cultural practices of status differentiation. As part of a larger, longitudinal ethnographic study, this paper specifically focuses on the ways in which women, who are driven by upper-middle-class habitus, contest and construct their identity as mothers of young, soccerplaying children.  相似文献   

Preparing for the Inevitable: Training Social Workers to Cope with Client Suicide     

Sara Sanders PhD  LSW  Jodi M. Jacobson PhD  LCSW-C  Laura Ting PhD  LCSW-C 《Journal of Teaching in Social Work》2013,33(1-2):1-18

Little attention has been given to educating and training social work students and professionals about working with suicidal clients. This article summarizes the literature on client suicide and the professional social worker, as well as presents results from a mixed methods study, which utilized both qualitative and quantitative data collected from a national study on client suicide among social workers. The results indicate that 55% of social workers will experience at least one client suicide attempt and 31% will experience a client suicide completion during the course of their career. Additionally, less than 50% of the social workers surveyed received previous training or education about client suicide in their MSW programs. Suggestions from social workers for the content of training classes on client suicide are included. Implications for practice and research are also discussed.  相似文献   

Quality of School Life: Development and Preliminary Standardisation of an Instrument Based on Performance Indicators in Scottish Secondary Schools     

A. Karatzias  K.G. Power  V. Swanson 《School Effectiveness & School Improvement》2013,24(3):265-284

Improvement of the services offered by secondary schools in the UK has been a major concern for the educational authorities. One of the most widely accepted ways to test the quality of school services is the performance indicators approach. Performance indicators, as they stand, are quite complicated to use. Many of them could be criticised for not considering pupils views about their school but rather gathering adult-centred information, since it is teachers and not pupils who do the assessment. Therefore, a new student scale has been developed, based on performance indicators, and its properties are described as follows. The new Quality of School Life scale has shown good psychometric properties and it has proven easy to use and administer. It has been shown to reliably and validly measure pupils views about their quality of school life and school satisfaction. Results are discussed in relation to potential future use of the scale by educationalists.  相似文献   

Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings     

Nenagh Kemp  Jodi Nilsson  Joanne Arciuli 《Reading and writing》2009,22(6):661-685

The spelling of many disyllabic English word endings holds cues to their grammatical category, beyond obvious inflectional endings such as -ing for verbs. For example, some letter sequences are clearly associated with nouns (e.g., -oon) and others with verbs (e.g., -erge). This study extended recent research by Arciuli and Cupples (2006), and confirmed that skilled adult readers are sensitive to these orthographic cues. It was found that adults were more likely to treat pseudowords as nouns when they had noun-like endings than verb-like or control endings, and more likely to treat pseudowords as verbs when they had verb-like than noun-like endings. This sensitivity held across three tasks (sentence construction, sentence judgement, and pseudoword judgement), which required increasingly explicit awareness of the way that cues could allow grammatical categorisation. In some tasks sensitivity to verb-like endings was related to reading ability, although not to spelling ability or grammatical awareness. Implications for our understanding of language processing are discussed.  相似文献   

Too Important to Quit: A Call for Teacher Support of Art     

Jodi A. Patterson 《The Educational forum》2017,81(3):339-355

The author argues that general education teacher candidates must learn to “­re-start” art to empower them with the skills needed to realize art’s promise within their future classrooms. Entry/exit surveys completed by candidates ­revealed that an art methods course corrected misconceptions about the nature of creativity and improved candidates’ confidence in their artistic skills.  相似文献   

Reference services administration and management: Bill Katz and Ruth A. Fraley (eds.), The Haworth Press,New York, 1982, 147 pp. (The reference librarian no. 3, Spring, 1982), $24.00 ISBN: 0-86656-164-1     

Patricia K. Swanson 《Information processing & management》1983,19(4):267-268

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Information processing theory and learning disabilities: an overview   总被引：3，自引：0，他引：3  

H L Swanson 《Journal of learning disabilities》1987,20(1):3-7

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