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This article focuses on the evolution of faculty development in medicine. Of note, improving teaching in medical education is not a new concept. At a minimum, it was seriously discussed by pioneers like George Miller and Steve Abrahamson as early as the 1950s [Simpson & Bland (2002). Stephen Abrahamson, PhD, ScD, educationist: A stranger in a kind of paradise. Advances in Health Science Education Theory Practice, 7, 223–234]. By 2005, significant numbers of medical school faculty have participated in teaching improvement methods [Clark et al. (2004). Teaching the teachers: National survey of faculty development in departments of medicine of US teaching hospitals. Journal General Internal Medicine, 19, 205–14]. Yet, views of the importance and value of faculty development have evolved slowly. Fortunately, we are now in a more receptive era for program developers to assist faculty in their difficult roles. 相似文献
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Georgette Taylor 《Metascience》2013,22(1):189-191
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Sara A. Pyle Jill Sharkey Georgette Yetter Erika Felix Michael J. Furlong W.S. Carlos Poston 《Psychology in the schools》2006,43(3):361-376
Obesity among children and adolescents is a major public health concern affecting the physical and emotional health of youth while increasing their risk of reduced quality and duration of life. Schools and communities have begun to galvanize to address this epidemic and need quality empirical information to guide their policy, programming, and intervention efforts. This article reviews the definition of childhood obesity and the physical, psychosocial, and academic consequences of obesity among youth. The roles of schools and school psychologists in intervening against this overwhelming trend are discussed as well as current empirically based programs. Schools are recommended to take a comprehensive, multifaceted approach to school policies and programs to increase nutrition and physical activity. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 361–376, 2006. 相似文献
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Georgette Yetter PhD 《Journal of educational and psychological consultation》2013,23(2):139-168
The responses of 472 educators were used to develop the Pre-Referral Intervention Team Inventory (PRITI), a 24-item Likert scale. Principal axis analyses resulted in a one-dimensional structure with high internal consistency that explained 57% of the total variance. Acceptability of team procedures was strongly and positively correlated with a measure of team members' interaction practices and negatively related to professional stress. These results suggest that (a) pending further analyses and development, the PRITI may prove useful for assessing school staff acceptability perceptions of pre-referral team consultation procedures and (b) team process variables are important predictors of the acceptability of pre-referral team consultation procedures to educators. Directions for future research are proposed. 相似文献
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The e-Connect And Learn (eCAL) programme is a Trinidad and Tobago government-led initiative, launched in 2010, that grants personal laptop computers to students entering secondary school. The purpose of this paper is to provide a snapshot of how students are using these government-issued personal laptops 3 years after the programme’s launch. This paper explores the fissure between what the policy recommends and what is actually enacted in the context of laptop usage in the classroom. Data were drawn from 1,451 students, from 32 secondary schools across Trinidad and Tobago. Responses indicate that students are falling short of the expectations for in-class laptop usage and in schools where usage is less often but on a regular basis, laptops are mainly used for technology-related subjects. These findings not only suggest that students’ everyday personal laptop usage in the classroom is not in alignment with the eCAL programme goals, but also highlight some of the issues to be considered by other countries when implementing large-scale laptop programmes. 相似文献
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William B. Gudykunst Ge Gao Tsukasa Nishida Michael H. Bond Kwok Leung Georgette Wang 《Communication Research Reports》2013,30(1):7-12
This study examined the goodness of fit of three alternative models of self‐monitoring to data collected in five cultures (two individualistic and three collectivistic cultures) and the influence of individualism‐collectivism on self‐monitoring. It was predicted that the 18‐item unidimensional self‐monitoring scale is the best fit among the three and individualistic cultures exhibit higher self‐monitoring than collectivistic cultures. Data were collected from respondents in the United States, Australia (individualistic cultures) and Japan, Hong Kong, and Taiwan (collectivistic cultures). Results supported the predictions. The data suggest, however, that it is necessary to develop self‐monitoring measures which are sensitive across cultures. 相似文献
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This paper begins with a discussion of the concept of ‘Asia’, the cultural differences and similarities between Asia and the West, and what constructing an ‘Asian communication theory’ means. It then examines the background against which the current stage is set for Asian commication research, and the intricate changes in approaching theory building in the community. 相似文献
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Tammi J. Ohmstede Georgette Yetter 《Journal of educational and psychological consultation》2013,23(1):18-44
This study investigated the effectiveness of conjoint behavioral consultation (CBC) for addressing externalizing behavior concerns in African American children at home and school in a low-socioeconomic status (SES), urban setting. A small-n, multiple-baseline design was employed across participants. Three of the six caregivers were unable to follow through with the consultation process, constituting a 50% completion rate. The three remaining caregivers implemented the empirically supported interventions with moderate integrity. Caregiver and teacher ratings showed that the procedural acceptability of CBC was high throughout the consultation process. The classroom teachers consistently found the behavioral interventions highly acceptable; however, the caregivers' perceptions of the interventions initially were less favorable and improved as the interventions progressed. Clinically significant gains were observed across settings for all children. Consultants should be prepared to modify consultation and intervention procedures to enhance social validity, integrity, and effectiveness with caregivers of low-SES. 相似文献