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21.
Kathleen W. Piercy 《Educational gerontology》2013,39(7):665-675
Teaching gerontology via distance education is growing in popularity. Yet, many challenges are encountered by those teaching gerontology at a distance; some technological and others pedagogical in nature. Successful strategies for structuring and teaching televised gerontology courses are presented in this paper. Strategies focus on types of teacher preparation, use of pedagogical tools, development and maintenance of rapport with students at remote sites, and ways to improve teaching of distance education classes in gerontology. It is argued that workload and compensation for instructors teaching distance education need to be addressed by administration in order to develop high quality distance education programs. 相似文献
22.
Kathleen Montgomery 《The Teacher Educator》2013,48(4):216-225
Abstract This article describes a student teacher portfolio for use as an interviewing tool. A review of the research on hiring practices indicated that prospective employers reviewed the following competencies of teacher candidates: planning skills, classroom management philosophy, reflective abilities, knowledge of appropriate assessment methods, and the initiative to do more than is expected. Therefore, the recommended sections of the student teacher portfolio are Self‐Assessment; Philosophy of Classroom Management; Planning, Implementation, and Assessment Skills; and Special Projects and Activities. Because prospective employers indicated that they would devote limited time to reading a portfolio, student teachers are instructed to make all sections only six to eight pages long. Professionally arranged appendixes can then be used to provide the employer with specific evidence for claims made in the main body of the portfolio. 相似文献
23.
Kathleen M. Heim 《Government Information Quarterly》1984,1(4):463-465
24.
Charles T. Scialfa Kathleen Pichora-Fuller Pat Spadafora 《Educational gerontology》2013,39(9):733-750
An innovative gerontology education program was developed to advance research on aging that is interdisciplinary and promotes the translation of knowledge from lab to life. The program focuses on communication and social interaction in healthy aging. It brings together faculty mentors, graduate students, and post-doctoral fellows from six different postsecondary institutions in Canada. The program unifies basic laboratory research in hearing, vision, and cognition with applied research in audiology, biomedical engineering, optometry, psychology, speech-language pathology, human factors, and social work. The design, implementation, and evaluation of the first year of the program are described and future directions are suggested. 相似文献
25.
26.
Kathleen Moritz Rudasill Sara E. Rimm-Kaufman 《Early childhood research quarterly》2009,24(2):107-120
Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher–child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of child-initiated teacher–child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers. 相似文献
27.
Kathleen Blake Yancey 《理论付诸实践》2015,54(4):301-308
How does one grade an electronic portfolio? This question is one I have thought about, have enacted, and have written about, primarily in reference to ePortfolios used in writing classrooms (Yancey, McElroy, & Powers, 2013). But what happens when the content and developmental levels are changed, in this case from an undergraduate first-year writing class to another required class, this one offered at the graduate level, Digital Revolution and Convergence Culture? Is using a scoring guide, the preferred approach in writing classes, the best approach in this new context? Or, following Moss, Girard, and Haniford (2006), could one use outcomes to “stage a conversation” around a student's ePortfolio; if so, what might a staged conversation look like? Or what might happen if instead of using outcomes as a framework, students themselves set the terms for that conversation? Here, I consider these options, attending especially to the importance of making good judgments and of fostering learning. 相似文献
28.
John B. White Dana Burr Bradley Thomas Nicholson John Bonaguro Kathleen Abrahamson 《Educational gerontology》2015,41(7):519-526
The aging of the Baby Boom presents long-term care with many new challenges. Among these are the historically high levels of drug use by this cohort. This study surveyed administrators of licensed skilled nursing facilities in the Commonwealth of Kentucky regarding their perception of current drug use by residents, facility policies and procedures currently in place regarding illicit drug use, and their attitudes toward use of illicit drugs by residents. The results of interviews with 40 administrators or their designees revealed that they have experienced little problem with use or abuse of illegal drugs by residents. Fewer than one-third of the facilities had formal policies in place regarding illegal drug use. Only 10% had any experience with requests for medical marijuana, but almost one in five had a policy on the matter and nearly one-third stated they would support medical marijuana use by some of their residents if the matter arose. These authors recommend the following: (a) that the issue of illicit drug use needs to be addressed now before the situation becomes critical, (b) that administrators and staff need to be educated about recreational drug use and appropriate responses to drug abuse, (c) that screening instruments for drug abuse in this population should be developed and implemented, and (d) that policies regarding medical marijuana need to be adopted by all such facilities. 相似文献
29.
Kathleen Nolan 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):894-907
The author of this paper uses critical discourse analysis and draws on critical social theory and policy studies to analyze the interdiscursivity between neoliberal common sense discourses around crime and safety and race-neutral discourses, “evidence-based” policy, and the research that supports school policing programs. The author offers a macro-sociological analysis of how neoliberal common sense and race-neutral discourses shape crime policy. Next, the author discusses the rise of “evidence-based” policy formation. She argues that evidence-based policy serves to narrow the scope of what constitutes “scientific” research and delegitimize research that uses race as an analytical lens. Then, through textual analysis of samples of the “evidence” supporting school policing, the author illustrates the ways in which neoliberal common sense discourses around crime and safety and race-neutral discourses become the ideological starting point for the research and internalized within research documents. The result is the creation of a hegemonic “evidence-loop” that privileges ideologically driven research that assumes a “scientific” stance and obscures racial bias while it excludes the critical research on the school policing. 相似文献
30.
Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献