Identifying the potential organizational impact of an educational peer review program     

Kate E. Toth  Colleen A. McKey 《International Journal for Academic Development》2013,18(1):73-83

The literature on educational peer review (EPR) has focused on evaluating EPR's impact on faculty and/or student learning outcomes; no literature exists on the potential organizational impact. A qualitative (case study) research design explored perceptions of 17 faculty and 10 administrators within a school of nursing in an Ontario university regarding the potential impact of an EPR program on organizational goals. Findings suggested that the implementation of an EPR program may increase consistency in the delivery of the curriculum, provide opportunities for faculty development, act as a method of teaching evaluation, and enhance faculty retention. Higher education institutions may be more likely to provide the resources required for EPR if the organizational benefits can be demonstrated.

La documentation au sujet de “l'évaluation éducative par les pairs” (educational peer review) (EPR) est centrée sur l'étude d'impact de l'EPR sur les objectifs d'apprentissage (learning outcomes) des enseignants et/ou des étudiants; il n'existe aucune documentation portant sur l'impact organisationnel potentiel. Cette recherche qualitative (études de cas) a permis d'explorer les perceptions à l'égard de l'impact potentiel d'un programme d'EPR sur les objectifs organisationnels de 17 enseignants et 10 administrateurs provenant d'une école de sciences infirmières rattachée à une université de l'Ontario (Canada). Les résultats suggèrent que l'implantation d'un programme d'EPR peut accroître la constance de mise en ?uvre du cursus, fournir des occasions de développement pédagogique, servir de méthode d'évaluation de l'enseignement, et améliorer la rétention du corps enseignant. Les institutions d'enseignement supérieur seront peut‐être davantage susceptibles de fournir les ressources nécessaires à l'EPR si l'on peut faire la preuve de ses bénéfices organisationnels.  相似文献   

The Poor Man's Lamb Revisited? Assessing the State of LPFM at its 10th Anniversary     

Colleen Connolly-Ahern  Amit Schejter  Jonathan A. Obar 《The Communication Review》2013,16(1):21-44

In this article the authors report the results of a year-long investigation into the state of the low-power FM (LPFM) industry on its 10th anniversary. They question whether LPFM stations give voice to the previously voiceless as envisioned or, as some research has indicated, benefit religious communities' efforts to expand their cultural reach. Using a 2-phase study, the authors first mapped the LPFM industry using Federal Communications Commission data and public information provided by LPFM stations and their owners and operators over the Internet. The authors then conducted interviews with dozens of LPFM operators across the United States. Results indicate that large interests, in particular religious organizations, have created de facto networks that rely on outside entities for the majority of programming, thus circumventing the spirit of the original policy.  相似文献   

Effects of Aerobic Exercise on Overweight Children's Cognitive Functioning     

Catherine L. Davis  Phillip D. Tomporowski  Colleen A. Boyle  Jennifer L. Waller  Patricia H. Miller  Jack A. Naglieri 《Research quarterly for exercise and sport》2013,84(5):510-519

The study tested the effect of aerobic exercise training on executive function in overweight children. Ninety-four sedentary, overweight but otherwise healthy children (mean age = 9.2 years, body mass index ? 85th percentile) were randomized to a low-dose (20 min/day exercise), high-dose (40 min/day exercise), or control condition. Exercise sessions met 5 days/week for 15 weeks. The Cognitive Assessment System (CAS), a standardized test of cognitive processes, was administered individually before and following intervention. Analysis of covariance on posttest scores revealed effects on executive function. Group differences emerged for the CAS Planning scale (p = .03). Planning scores for the high-dose group were significantly greater than those of the control group. Exercise may prove to be a simple, yet important, method of enhancing aspects of children's mental functioning that are central to cognitive and social development.  相似文献   

Games and ideal playgrounds     

Colleen English 《体育哲学杂志》2013,40(3):401-415

Even though many sport philosophers have worked to delineate clear definitions of play and games, typical language usage often conflates the two phenomena and even provides an undue normative bias toward games as play. In this paper, I argue that a better understanding of games and ideal playgrounds is required to alleviate this normative bias. To carry out this argument, I first examine previous definitions of play and games and how the concepts are often conflated. Secondly, I provide a definition of ideal playgrounds using prior philosophy on play and human conventions. Third, I present an analysis that examines how both game and non-game activities can act as ideal playgrounds. Finally, I argue that changes to the way we use language can help to alleviate this problem.  相似文献   

DESIGNING A MULTI-DISCIPLINARY GERIATRICS HEALTH PROFESSIONAL MENTORING PROGRAM     

J. James Cotter  Constance L. Coogle  Iris A. Parham  Colleen Head  LaQuana Fulton  Kathleen Watson 《Educational gerontology》2013,39(2):107-117

This paper describes a Geriatric Health Professionals Mentoring Program designed to address recruitment and retention of health professionals in geriatrics and gerontology. The training provided information on the mentoring process, negotiating mentoring agreements, and coaching mentees. The evaluative framework described examines: (a) the effects of mentoring, (b) reactions of mentors and mentees, and (c) the effect of intervening variables. Trained mentors expressed satisfaction with the program and were comfortable about general mentoring but less confident about specific guidance for mentees. A cadre of mentors can be successfully trained to assist geriatric health professionals to better care for older Americans.  相似文献   

Validation of the Attitude-Older Adult and Aging-Visual Analogue Scales (At-O-A)     

Mary Ligon  Katie Ehlman  Gabriele Moriello  Colleen Russo  Kamila Miller 《Educational gerontology》2013,39(8):572-583

ABSTRACT

Occupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties.  相似文献   

‘We are family’: Māori success in foundation programmes     

Colleen McMurchy-Pilkington 《高等教育研究与发展》2013,32(3):436-449

This paper considers the question: What constitutes an optimal learning environment for Māori learners in foundation programmes? Using Kaupapa Māori methodology, nearly 100 adult Māori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Māori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Māori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a whānau (family) environment.  相似文献   

Integrating problem- and project-based learning opportunities: assessing outcomes of a field course in environment and sustainability     

Vladimir Kricsfalusy  Colleen George  Maureen G. Reed 《Environmental Education Research》2018,24(4):593-610

Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery.  相似文献   

Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?     

Keith C. Herman  Caroline G. Hodgson  Colleen L. Eddy  Daniel R. Cohen  Wendy M. Reinke  Lori Burrell  Elizabeth C. Mcfarlane  Anne K. Duggan 《Child development》2020,91(2):e331-e344

The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed.  相似文献   

Teacher agency: an ecological approach. By Mark Priestley,Gert Biesta and Sarah Robinson     

Perpetua Kirby  Colleen Mclaughlin 《British Journal of Educational Studies》2016,64(4):557-559

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