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Full-Text Articles in Education
Vocabulary & Academic Success In University Undergraduate Students, Sandra Irvin, Kathryn Guillot Blankenship
Vocabulary & Academic Success In University Undergraduate Students, Sandra Irvin, Kathryn Guillot Blankenship
Teaching and Learning in Communication Sciences & Disorders
Thirty- nine students at a four-year university participated in this two-part study. One part investigated the relationship between maternal education and vocabulary while also looking at the relationship between vocabulary and academic success. The second portion looked at the relationship between vocabulary and word learning. Results from the study indicate that vocabulary knowledge is significantly correlated with GPA and students’ ability to learn words in a limited amount of time. Students with higher vocabulary scores earned higher gain scores and GPA. Maternal education was not significantly correlated with PPVT scores, contrary to what prior literature would suggest.
Explicit Teaching Of Critical Thinking Skills In Communication Science And Disorders, Dana Battaglia
Explicit Teaching Of Critical Thinking Skills In Communication Science And Disorders, Dana Battaglia
Teaching and Learning in Communication Sciences & Disorders
Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, …
Faculty Perspectives Of Student-Faculty Collaborative Course Design, Lauren H. Mead
Faculty Perspectives Of Student-Faculty Collaborative Course Design, Lauren H. Mead
Teaching and Learning in Communication Sciences & Disorders
This qualitative research study explored speech-language pathology (SLP) faculty perspectives of collaborative course design (CCD). For the purposes of this study, the term “faculty” includes all those who teach at the university level. Student-faculty CCD offers benefits to course instructors and students; however, research regarding this topic is lacking in the field of SLP. Interviews with faculty members in SLP programs explored faculty perspectives regarding the incorporation of student input into course design as well as anticipated benefits and challenges involved. The results of this study identified several factors related to faculty reluctance to use CCD, including reluctance to share …