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   

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   

Where Theories of Mind Meet Magic: The Development of Children''s Beliefs about Wishing     

Jacqueline D. Woolley  Katrina E. Phelps  Debra L. Davis  & Dorothy J. Mandell 《Child development》1999,70(3):571-587

In two studies, we probed children's beliefs about wishing. In Study 1, we gathered initial data on 50 3- to 6-year-old children's concepts of wishing and beliefs about its efficacy, with both a semistructured interview and a variety of tasks. Results revealed considerable knowledge about wishing in young children, along with an age-related decrease in beliefs about its efficacy. Parents were not found to encourage differently the beliefs of children at different ages, nor were they found to begin actively discouraging such beliefs at any particular age. A moderate relation was found between environmental supports for wishing and children's beliefs in its efficacy. In Study 2, we continued to probe these issues and also address the nature of the broader conceptual context in which children situate their beliefs about wishing. Participants were 92 3- to 6-year-old children. Results of this study suggest that children may reconcile beliefs in the efficacy of wishing with knowledge about everyday mental-physical relations by situating these beliefs more within their emerging beliefs about magic than within their theories of mind.  相似文献   

Promoting and Providing Expert Guidance in Work-intensive Clinical Settings     

Amanda J. Henderson  Heather Alexander  Alison Haywood  Peta Stapleton  Marie Cooke  Elizabeth Patterson  Megan Dalton  Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities.  相似文献   

A Special Editorial: Educational Implications of the Digital Fabrication Revolution     

Lynn Bell  Abbie Brown  Glen Bull  Kate Conly  LaMont Johnson  Anita McAnear  Cleb Maddux  Gary Marks  Ann Thompson  Denise Schmidt  Lynne Schrum  Sharon Smaldino  Michael Spector  and Debra Sprague 《TechTrends》2010,54(5):2-5

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Student teacher challenges: using the cognitive load theory as an explanatory lens     

Daniel C. Moos  Debra Pitton 《Teaching Education》2014,25(2):127-141

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.  相似文献   

The Concerns of School Counselors‐in‐Training About Working With Children and Adolescents With HIV Disease: Training Implications     

Jamie S. Carney  Debra C. Cobia 《Counselor Education & Supervision》2003,42(4):302-313

As the number of children and adolescents who have or are affected by HIV disease increases, so does the need to examine the preparation of counselors to work with this population. This study assessed (a) the knowledge, beliefs, and social comfort of school counselors‐in‐training, as related to working with this population, and (b) these students' concerns and perceptions about their preparedness. Participants reported high levels of general knowledge and positive beliefs; however, they also demonstrated deficits in specialized knowledge and discomfort in counseling situations. Participants expressed concerns about their preparation and ability to deal with grief issues. Implications for training counselors are discussed.  相似文献   

The “Hand-off” as a Flawed Approach to Disseminating Innovation: Lessons from Chemistry     

Debra L. Penberthy  Susan B. Millar 《Innovative Higher Education》2002,26(4):251-270

Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process.  相似文献   

Information and Communication Technology and the Teacher of the Future. Carolyn Dowling and Kwok-Wing Lai     

Debra Dawson 《Education and Information Technologies》2004,9(4):405-408

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Creating a global initiative     

Pascali-Bonaro D 《The Journal of perinatal education》2006,15(3):6-9

In this guest editorial, the author describes the burgeoning efforts of an international collaboration to create the MotherBaby-Friendly Initiative. The initiative will work to improve maternity care for the women, babies, and families of the world.  相似文献