Effects of Narrative and Paradigmatic Judgmental Orientations on the Use of Qualitative and Quantitative Evidence in Health-Related Inference     

Michael Robert Dennis  Austin S. Babrow 《Journal of Applied Communication Research》2005,33(4):328-347

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Clinical Medical Librarian Licensure: Pros versus Cons     

John Bramble  Shawn Steidinger  Claire Hamasu  Melissa Austin 《Medical reference services quarterly》2018,37(3):306-311

In hospitals and clinics, anyone who “touches” a patient has a license authorizing them to do so—from the phlebotomist to the cardiologist, from the genetic counselor to the social worker, and so on, except for the clinical medical librarian. This column discusses the intent versus the realities of occupational licensure for clinical medical librarians and provides recommendations for next steps.  相似文献   

Learning the American Way: Sports International and American Soft Power     

Austin Duckworth 《国际体育史杂志》2017,34(11):1112-1127

Abstract

From 1962 to 1968, the United States Government along with private entities funded the training of athletes from developing nations through a non-profit organization named Sports International. Led by former Peace Corps member David Dichter, Sports International sought to enhance America’s image in Africa, Latin America, and Asia. The initial aim of the programme was to train athletes to compete at the 1964 Olympic Games in Tokyo. The theory behind Sports International centred on the notion that helping developing nations achieves athletic success would influence them to view the United States more favourably. The idea to form Sports International came in the midst of the Cold War as the United States and the Soviet Union battled on a multitude of fronts. This article argues that American leaders worried about the presence of the Soviet Union in developing countries and sought ways to maximize American influence in those areas. The theory of soft power, a concept most prominently explicated by American international relations theorist Joseph Nye, forms the framework for this study. By analysing Sports International through this lens, this article demonstrates several problems which might ensure should one overemphasize the effect of sport on a nation’s soft power.  相似文献   

Instructing adolescents with learning disabilities: converting a meta-analysis to practice     

Swanson HL  Deshler D 《Journal of learning disabilities》2003,36(2):124-35; discussion 149-50

A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice.  相似文献   

Stimulant medication and reading performance: follow-up on sustained dose in ADHD boys with and without conduct disorders.     

S R Forness  J M Swanson  D P Cantwell  D Youpa  G L Hanna 《Journal of learning disabilities》1992,25(2):115-123

The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, aged 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the basis of their positive response to methylphenidate as determined in a series of original medication trials (Forness, Cantwell, Swanson, Hanna, & Youpa, 1991). For the purpose of this study, subjects were placed on their optimal dose of medication for a 6-week period and then tested on measures of oral reading and reading comprehension equivalent to those used in the original trials, retested after a week without medication (placebo), then tested again the following week after return to medication. Only the subgroup with conduct disorders responded, and this response was limited to reading comprehension improvement in only those subjects who also demonstrated improvement in oral reading on original trials. No response differences were found between subjects with or without learning disabilities.  相似文献   

Sustaining and retaining beginning special educators: It takes a village     

Rebecca Swanson Gehrke  Kathleen McCoy 《Teaching and Teacher Education》2007

The need to support and retain beginning teachers has become critical given: (1) the shortage of teachers in certain disciplines, and (2) the current emphasis on teacher qualifications and student achievement. In this study, five first year special education teachers in the southwestern section of the United States provided information on the persons and activities that supplied them with much needed and valued support. The results indicate that having a strong network of support and a variety of resources positively influenced these teachers’ ability to focus on student learning and on their intent to remain in their positions.  相似文献   

Using multidimensional scaling for curricular goal analysis     

David F. Leitzman  David P. Rutt  David R. Austin 《Instructional Science》1980,9(2):145-162

Multidimensional sealing and related analytic procedures were used to estimate the accuracy of a set of goals used to pattern the design of a graduate curriculum. The analysis suggests that this goal set faithfully represents the essential elements within the area of professional practice to be taught. The procedures described have utility for a wide range of goal-focused analyses.  相似文献   

Addressing the Need for Management Processes for Higher Education Accreditation     

Linda L. Brennan  Walter W. Austin 《Innovative Higher Education》2003,28(1):49-62

The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. Such practices are beneficial to all institutions of higher education seeking accreditation or reaffirmation. This article addresses the identification of requisite processes, describes an approach for defining them, and suggests a format for documenting their essential elements. We discuss the value of quality management practices to higher education and present caveats and considerations for successfully implementing this methodology.  相似文献   

Trends and practices in functional behavior assessments completed by school psychologists     

Austin H. Johnson  Taryn S. Goldberg  Rachel L. Hinant  Lauren K. Couch 《Psychology in the schools》2019,56(3):360-377

Functional Behavior Assessments (FBAs) utilize direct and indirect methods to collect data on student behavior to generate a functional hypothesis and drive intervention development. School psychologists are trained to conduct FBAs and use them regularly in schools. However, no evidence exists describing the specific practices used by school psychologists when they conduct FBAs. In this study, 199 respondents completed a web‐based survey developed using expert review and cognitive pretesting. Most respondents reported their gender as female (87%), were between 30 and 39 years old (50%), and practiced at the Specialist level (57%). Respondents reported receiving training in FBA across multiple sources and utilizing multi‐method data collection methods when conducting FBAs. A large amount of variability was observed in the specific instruments used by school psychologists, with a substantial proportion using forms that were not standardized or pre‐constructed. Implications for current practitioners, trainers, and researchers are described.  相似文献   

Summary of Three Reviews of Culture and Pedagogy and World Class Schools     

Gilbert R. Austin 《School Effectiveness & School Improvement》2013,24(4)

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