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Full-Text Articles in Education

Replicable Interprofessional Competency Outcomes From High-Volume, Inter-Institutional, Interprofessional Simulation, Deborah Bambini, Matthew Emery, Margaret De Voest, Lisa Meny, Michael J. Shoemaker Oct 2015

Replicable Interprofessional Competency Outcomes From High-Volume, Inter-Institutional, Interprofessional Simulation, Deborah Bambini, Matthew Emery, Margaret De Voest, Lisa Meny, Michael J. Shoemaker

Peer Reviewed Articles

There are significant limitations among the few prior studies that have examined the development and implementation of interprofessional education (IPE) experiences to accommodate a high volume of students from several disciplines and from different institutions. The present study addressed these gaps by seeking to determine the extent to which a single, large, inter-institutional, and IPE simulation event improves student perceptions of the importance and relevance of IPE and simulation as a learning modality, whether there is a difference in students’ perceptions among disciplines, and whether the results are reproducible. A total of 290 medical, nursing, pharmacy, and physical therapy students ...


Creating A Cycle Of Continuous Improvement Through Instructional Rounds, Catherine L. Meyer-Looze Apr 2015

Creating A Cycle Of Continuous Improvement Through Instructional Rounds, Catherine L. Meyer-Looze

Peer Reviewed Articles

Instructional Rounds is a continuous improvement strategy that focuses on the technical core of educational systems as well as educators collaborating side-by-side. Concentrating on collective learning, this process only makes sense within an overall strategy of improvement. This case study examined the Instructional Rounds process in a northern Michigan school district. Pressure points identified included a culture of distrust, an unclear definition of learner outcomes and effective teaching, and a status quo view of improvement. Supportive strategies for change were identified and continue to be implemented as part of the district’s continuous improvement strategy


Teacher Professionalism: What Educators Can Learn From Social Workers, Mary A. Bair Jan 2014

Teacher Professionalism: What Educators Can Learn From Social Workers, Mary A. Bair

Peer Reviewed Articles

Although there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators’ understanding of the concept. This exploratory case study compared the conceptualization of professionalism by faculty and students in a college of education vis-à-vis the conceptualization of the construct by faculty and students in a school of social work. Findings revealed that participants in the education program expressed individualistic and somewhat restricted views of professionalism. Social work faculty and some social work students, on the other hand, expressed a collective and extended view of the concept. These findings ...


Crossing The Educational Rubicon Without The Tah: Collaboration Among University And Secondary-Level History Educators, Gordon Andrews, Wilson J. Warren, Sarah Drake Brown Feb 2013

Crossing The Educational Rubicon Without The Tah: Collaboration Among University And Secondary-Level History Educators, Gordon Andrews, Wilson J. Warren, Sarah Drake Brown

Peer Reviewed Articles

In April 2011, Congress slashed funding for a majority of programs tied to education. Several programs related to professional development for teachers did not survive. While cut severely—from $119 million in Fiscal Year 2010 to $46 million (a loss of $73 million or 61% of its funding)—Teaching American History (TAH) grants lived, albeit by their fingertips, another day. Yet, given the economic challenges the United States faces and what appear to be prevailing attitudes in regard to social services and teacher development, it has become clear that history educators cannot rely on federal funding to support efforts to ...


Academic Writing At The Graduate Level: Improving The Curriculum Through Faculty Collaboration, Mary A. Bair, Cynthia E. Mader Jan 2013

Academic Writing At The Graduate Level: Improving The Curriculum Through Faculty Collaboration, Mary A. Bair, Cynthia E. Mader

Peer Reviewed Articles

This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course assignments, and course assessments. We found discrepancies between faculty and student perceptions about graduate preparation for academic writing and between the espoused and enacted curriculum. Both faculty and students identified problems associated with synthesizing theory and research. We discuss the need for teacher-scholars in today's educational environment, the ...


Demystifying Research: What’S Necessary And Why Administrators Need To Understand It, Mary Antony Bair, Ernestine K. Enomoto Jan 2013

Demystifying Research: What’S Necessary And Why Administrators Need To Understand It, Mary Antony Bair, Ernestine K. Enomoto

Peer Reviewed Articles

Despite the need to adopt evidence-based school reform practices, administrators are often stymied by the proliferation of instructional strategies not supported by research data. In this article, misconceptions about research terms are clarified, and sources for reliable studies are suggested. We offer practical guidelines for determining whether findings are credible and relevant for a particular context. By demystifying research, it is hoped school administrators will be encouraged to be critical consumers of research studies when making administrative decisions.


Teaching In Educational Leadership Using Web 2.0 Applications: Perspectives On What Works, E. J. Shinsky, Hans A. Stevens Dec 2011

Teaching In Educational Leadership Using Web 2.0 Applications: Perspectives On What Works, E. J. Shinsky, Hans A. Stevens

Peer Reviewed Articles

To prepare 21st Century school leaders, educational leadership professors need to learn and teach the utilization of increasingly sophisticated technologies in their courses. The co-authors, a professor and an educational specialist degree candidate, describe how the use of advanced technologies — such as Wikis, Google Docs, Wimba Classroom, and Discussion Board — have served as a catalyst for learning among educational leadership students. Details regarding how technology has been used in one course are described, demonstrating how various apps and software applications can easily be applied in other courses.


Paradoxes Of Online Teaching, David E. Bair, Mary A. Bair Jan 2011

Paradoxes Of Online Teaching, David E. Bair, Mary A. Bair

Peer Reviewed Articles

While much attention is paid to students’ experiences in online courses, there is sparse information regarding the experiences of faculty who teach online. Two university instructors address this gap in the literature and present an analysis of their experiences teaching graduate and undergraduate teacher-education classes at a university in the Midwestern United States. In this collaborative self-study, the authors analyze data consisting of their reflections and discussions, anonymous student surveys, anonymous course evaluations, and online observations by other faculty. They argue that online instruction poses several paradoxes. These paradoxical experiences illuminate the need for additional research about faculty experiences with ...


Effects Of A Computerized Professional Development Program On Teacher And Student Outcomes, Joseph B. Fisher, Jean B. Schumaker, John Culbertson, Donald D. Deshler Jan 2010

Effects Of A Computerized Professional Development Program On Teacher And Student Outcomes, Joseph B. Fisher, Jean B. Schumaker, John Culbertson, Donald D. Deshler

Peer Reviewed Articles

Effects of a computerized professional development (PD) program for a concept teaching routine were investigated in two studies. For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. In Study 1, the teachers’ knowledge about the routine and planning for the routine significantly improved after completing either workshop; no significant differences were found between the groups. Both teacher groups were satisfied with the PD. In Study 2, the teachers’ performance of the routine in their classrooms improved, as ...


Incorporating Adult Community Services In Students’ Transition Planning, Daryl F. Mellard, Paula E. Lancaster Nov 2003

Incorporating Adult Community Services In Students’ Transition Planning, Daryl F. Mellard, Paula E. Lancaster

Peer Reviewed Articles

Despite the 15-year focus on transition planning, students with learning disabilities (LD) continue to experience less positive post-school outcomes than their peers without disabilities. Outcome data indicate that experiencing successful transitions from public schooling into the adult world seems to be a complex and elusive process. The 1997 amendments to the Individuals with Disabilities Act promote the development of inter-agency linkages between school personnel and community agencies in an effort to mobilize all available resources. In many cases, however, these linkages are not being made. This article provides information on available community agencies, the resources they offer, and ways school ...


The Effects Of An Interactive Multimedia Program On Teachers' Understanding And Implementation Of An Inclusive Practice, Joseph B. Fisher, Donald D. Deshler, Jean B. Schumaker Apr 1999

The Effects Of An Interactive Multimedia Program On Teachers' Understanding And Implementation Of An Inclusive Practice, Joseph B. Fisher, Donald D. Deshler, Jean B. Schumaker

Peer Reviewed Articles

The effects of an interactive multimedia program on teachers' understanding and implementation of an inclusive practice were examined. Fifty-eight pre-service teachers and 10 in-service teachers were randomly assigned to one of two teacher development programs. The first, called the Virtual Workshop, was a computer-based, interactive multimedia program. The second, called the Actual Workshop, was a traditional, live, presenter-directed program. Results indicated that compared to their pretest scores, the post-test scores earned by participants on the tests of knowledge and understanding of the inclusive practice significantly improved after participation in both workshops. No statistically significant difference was found between the post-test ...


Resource Consultation Model In Gifted Education To Support Talent Development In Today's Inclusive Schools, Robert J. Kirschenbaum, Dorothy Ciner Armstrong, Mary S. Landrum Jan 1999

Resource Consultation Model In Gifted Education To Support Talent Development In Today's Inclusive Schools, Robert J. Kirschenbaum, Dorothy Ciner Armstrong, Mary S. Landrum

Peer Reviewed Articles

This article discusses the advantages and challenges that educators of gifted, talented, and creative students may encounter when taking on the new role of classroom consultant rather than, as they have typically done previously, directly providing programming and services to the students themselves. A discussion of the use of the consultation model within a gifted education program concludes the article.


A Gifted Child’S Education Requires Real Dialogue: The Use Of Interactive Writing For Collaborative Education, Dorothy Ciner Armstrong Jul 1994

A Gifted Child’S Education Requires Real Dialogue: The Use Of Interactive Writing For Collaborative Education, Dorothy Ciner Armstrong

Peer Reviewed Articles

This paper reports the findings of two studies which compared the responses to using dialogue journals by teachers of the gifted and talented and their students. The purpose of this research was to learn more about the ways that such interactive writing can enable GT students to collaborate effectively in their own education. Study 1 sought to determine the types of discourse functions teachers used in the journals they kept with their instructor in a graduate practicum and with the GT students they taught in that practicum. They interacted differently with their instructor than with their students in ways consistent ...


Perception Of Gated, Highly Familiar Spoken Monosyllabic Nouns By Children With And Without Learning Disabilities, Lois L. Elliott, Margo E. Scholl, James O. Grant, Michael A. Hammer Apr 1990

Perception Of Gated, Highly Familiar Spoken Monosyllabic Nouns By Children With And Without Learning Disabilities, Lois L. Elliott, Margo E. Scholl, James O. Grant, Michael A. Hammer

Peer Reviewed Articles

A forward-gating procedure employing highly familiar monosyllabic words was used in auditory testing of age- and gender-matched children with learning disabilities and normally achieving children aged 8 to 11 years. The portion of the word presented, or "gate," was longer on each successive trial. Non-disabled children identified an average of one more word than the children with learning disabilities, but the mean duration required for word identification did not differ between groups. Better receptive vocabulary scores were associated with identification of words at shorter durations only among the children with learning disabilities. The two groups of children had similar numbers ...


Remediating Reading: A Curriculum Design, James O. Grant Sep 1987

Remediating Reading: A Curriculum Design, James O. Grant

Peer Reviewed Articles

A seven-step reading curriculum design that helps to insure a consistent, flexible remedial program for LD students as they progress through the grades.