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   

Developing and evaluating authentic integration between research and coursework in professional doctorate programs     

Catherine Manathunga  Debra Bath 《Teaching in Higher Education》2013,18(2):235-246

Integration has always been a prominent issue debated in the burgeoning literature on professional doctorate programs. This focus on integration, however, has largely involved the integration between theoretical and practical understandings of various professions. Exploring the integration between research and coursework components of professional doctorate programs has received less attention. This article explores the character of the integration between coursework and research in several professional doctorate programs at a number of Australian research‐intensive universities and universities of technology. Using a content analysis methodology, this research charted the various models for sequencing research and coursework and established whether integration was an explicit or implicit goal of the espoused curriculum. It also sought to explore whether there were differences in the levels of integration in professional doctorate programs across different types of universities or patterns of variation across disciplines.  相似文献   

Place-based education and pre-service teachers: a case study from India     

Paul Molyneux  Debra Tyler 《International Journal of Inclusive Education》2013,17(9):877-887

Case studies of successful place-based education that involve international partnerships are rare. This article reports on an inclusive educational collaboration between pre-service teachers at an Australian university and primary and secondary school-aged children in a slum area of Delhi, India. Encouraged to undertake teaching that affirmed and extended the children's existing linguistic and cultural knowledge, the six teacher candidates collaboratively planned and implemented exemplary programmes geared to the children's interests and needs. This highly inclusive teaching and learning took various forms: a photographic project in the community, the collection of family portraits and stories, a dance and drama performance, and rich conversations on topics ranging from popular culture to politics. Using data drawn from observations of teaching, teacher candidate interviews and written reflections, and artefacts of student learning, this article analyses the processes and outcomes of this highly successful teaching. Essential to the success of this initiative was focused preparation that stressed cross-cultural awareness and sensitivity, a rejection of deficit notions about children and families living in slums, knowledge of Indian socio-political complexities, and a commitment to the building of equitable and ethical relationships with the Indian children and NGO staff. It is anticipated that this analysis will inform further attempts at place-based collaboration in the service of quality education.  相似文献   

Commentary on “Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts”     

Debra J. Ackerman 《Early education and development》2013,24(4):601-604

The Morrissey, Lekies, and Cochran (this issue) article is a welcome addition to the literature focusing on whether state-funded preschool education negatively impacts child care. Yet, although the study is a step in the right direction, it does not provide the data needed to answer the question at hand or inform state preschool and child care policy. Furthermore, while there is merit to research that begins with the premise that publicly funded preschool initiatives may contribute to instability in the child care market, the present commentary offers an alternative perspective on such an outcome. More specifically, the commentary argues that such initiatives may be the best thing that ever happened to children, their families, and those who work in the field. The commentary concludes with a recommendation for additional studies that combine concern for an adequate supply of child care with robust data and an overall focus on improving children's outcomes.  相似文献   

Writing4practice in engineering courses: Implementation and assessment approaches     

Sibylle Gruber  Debra Larson  David Scott  Melvin Neville 《Technical Communication Quarterly》2013,22(4):419-440

In this article, we analyze a two‐semester effort to integrate writing instruction into a multi‐disciplinary sophomore engineering design course in Northern Arizona University's College of Engineering and Technology. Specifically, we describe the programmatic implementation and assessment approach to evaluate whether student writing improved over the course of the semester. After discussing the reasons for taking a writing‐intensive approach to engineering, we analyze the results of a pre‐and post‐test administered over the span of an academic semester. Although the outcome of our assessment did not show significant improvement, we argue that writing instruction is important for increasing students’ overall learning skills. We conclude by pointing out several benefits and disadvantages of trying to assess writing improvement over two one‐semester periods.  相似文献   

Statewide Articulation Agreements between High Schools and Community College Career and Technical Programs     

Stephanie B. King  Debra West 《Community College Journal of Research & Practice》2013,37(6):527-532

Recent legislation requires increased linkages between all levels of educational institutions. Articulation agreements are critical to ensure a smooth transition for students, and statewide agreements afford students more options for continuing their education. High school and community college instructors were brought together in a statewide meeting to review curricula and determine community college courses for which high-school-program-completers meeting certain criteria, including a specified score on the statewide occupation-specific assessment, could receive credit. Thirty-three high school programs were selected for statewide articulation agreements, with at least one community college program allowing articulation with approximately 50 community college courses.  相似文献   

The Listening Styles Profile-Revised (LSP-R): A Scale Revision and Evidence for Validity     

Graham D. Bodie  Debra L. Worthington  Christopher C. Gearhart 《Communication quarterly》2013,61(1):72-90

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Needs Assessments: An Integrated Assignment in Civic Service     

Debra S. Norris  Charles L. Schwartz 《Journal of Teaching in Social Work》2013,33(4):373-382

An undergraduate social work program developed a service‐learning experience in partnership with a local United Way organization to complete a community needs assessment project. The experience integrated the curricula of a social work research methods course and a generalist‐macro practice course with the principles and actions of experiential and service‐ learning, evidence based practice, and civic responsibility. This integrated curricula project yielded practical, “real world” outcomes for the local community and learning outcomes for the students. Needs assessments conducted by social students resulted in particular groups of community citizens receiving targeted services from agencies receiving funding from United Way. Evidence obtained from the students who participated in this experience indicates that two important learning outcomes were achieved; a heightened awareness of the local community's resource system and a sense of connection to the local community, along with the enhancement of students ‘self‐esteem and increased self‐confidence in their abilities.  相似文献   

REVIEW ESSAY: Somatography     

Debra Hawhee 《Quarterly Journal of Speech》2013,99(3):365-374

A History and Criticism of American Public Address. vols. Edited by William Norwood Brigance. New York: McGraw‐Hill Book Co., Inc., 1943; pp. xvii + 1030. $10.00.

Dictionary of World Literature: Criticism, Forms, Technique. Edited by Joseph T. Shipley. New York: The Philosophical Library, 1943; pp. xvi + 633. $7.50.

Speech in Education: A Guide for the Classroom Teacher. By Ollie L. Backus. New York: Longmans, Green and Company, 1943; pp. 358 + xv. $2.75.

Gesture and Environment. By David Efron. Sketches by Stuyvesant Van Veen. Foreword by Franz Boas. New York: King's Crown Press, 1941; pp. 184 + x.

The Film Sense. By Sergei Eisenstein. Translated and edited by Jay Leyda. Harcourt, Brace; pp. 288. $3.00.

Pioneering in Psychology. By Carl E. Seashore. University of Iowa Studies, No. 398. Iowa City, Iowa: University of Iowa Press, 1942; pp. 232.

A Federal Sales Tax. Compiled by E. R. Nichols. New York: The H. W. Wilson Co., 1942; pp. 259. $1.25. Wagesand Prices Complied by Robert E. Summers. New York :The H. W. Wilson Co., 1942; pp 219.$1.25.

The Defective in Speech. By Mildred Freberg Berry and Jon Eisenson. New York: F. S. Crofts &; Co., 1942; pp. 426. $3.00.

Interpretative Reading. By Sara Lowery and Gertrude E. Johnson. New York. D. Appleton‐Century, 1942; pp. xx + 607.

Inner Springs. By Frances Lester Warner. Boston: Houghton Mifflin Company, 1943; pp. 189.

The Penguin Hansard, Vols. 1–5. Taken verbatim from the House of Commons Official Report of Parliamentary Debates. Har‐mondsworth, Middlesex, England, and New York: Penguin Books, Ltd., 1940–1942; pp. app. 300 in each vol. $.25.

The General Basic English Dictionary. Edited by C. K. Ogden with the help of a committee of the Orthological Institute. New York: W. W. Norton &; Co., 1942; pp. x + 441. $2.50.

War Words: Recommended Pronunciations. By W. Cabell Greet. New York: Published for the Columbia Broadcasting System by Columbia University Press, 1943; pp. 137. $1.50.

English Usage. By Arthur G. Kennedy. New York: D. Appleton‐Century Company, 1942; pp. xi, 166. $1.25.

The Best One‐Act Plays of 1942. Edited by Margaret Mayorga. New York: Dodd, Mead and Company, 1943; pp. 265. $2.50.

25 Non‐Royalty American Comedies. Compiled by William Kozlenko. New York: Greenberg, 1943; pp. 430. $2.50.

The Writer's Radio Theatre, 1941. Edited by Norman S. Weiser. New York: Harper and Brothers, 1943. $2.00.

Speeches and Documents in American History, Vol. IV: 1914–1939. (No. 491, The World's Classics.) Selected and edited by Robert Birley. London: Oxford University Press, 1942; pp. xix + 300. $.95.  相似文献