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Articles 1 - 7 of 7
Full-Text Articles in Education
Newly Licensed Registered Nurses' Experiences With Clinical Simulation, Carrie Ann Bailey
Newly Licensed Registered Nurses' Experiences With Clinical Simulation, Carrie Ann Bailey
Doctoral Dissertations
The purpose of this study was to understand how new graduate nurses perceive the value of simulation in making the transition into professional practice. This study will use a descriptive qualitative approach with a sample of first year nurses. Kolb’s Experiential Learning Model serves as this study’s conceptual framework. For the current study, the sample consisted of 10 newly graduated, female nurses with less than one year of experience working in the hospital setting were interviewed. Data analysis included interviews and transcription by the researcher. Finally, participants were asked about themes to increase rigor. Four themes emerged from this research: …
Common Core State Standards: Analysis And Policy Proposal, Savannah Rae Dabney
Common Core State Standards: Analysis And Policy Proposal, Savannah Rae Dabney
Chancellor’s Honors Program Projects
No abstract provided.
Student Perceptions Of Institutional Crisis Management, Preparedness, And Response: The Case Of The Active Shooter, Jared Allen Grimsley
Student Perceptions Of Institutional Crisis Management, Preparedness, And Response: The Case Of The Active Shooter, Jared Allen Grimsley
Masters Theses
Institutional crisis management is becoming more relevant with every passing tragedy and crisis event. This study utilized a modified existing survey to collect quantitative data from students attending a large four-year public research institution located in the Southeastern region of the United States. A stratified random sample of commuter students and non-commuter students was analyzed to compare statistical similarities and differences between the groups. The largest group of student respondents were full-time, freshmen, female, involved, and currently live on campus. Students perceived their institutions to be moderately prepared to respond to both general crises and active shooting situations, although a …
Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.
Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the …
Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …
Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’