Digital Commons Network^™

Student Involvement In Flipped Classroom Course Design, Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, Paige Headlee

Journal of Occupational Therapy Education

The purpose of this mixed-methods study was to examine changes in content knowledge, clinical reasoning, and metacognition with occupational therapy students involved in course design (collaborative participants), with participants engaged in flipped classroom model only (course participants), and to compare results between the collaborative and course participants. Forty-three occupational therapy students participated in this study. Researchers administered three pre- and post-test questionnaires and completed three focus groups. Results demonstrated both groups experienced growth in active learning and clinical reasoning and changed their perception of student involvement. The collaborative participants demonstrated additional benefits of development of relationships, increased accountability, and improved …

Development Of The Conflict Management Skills Beliefs Scale, Christina Anne Bancroft

Theses and Dissertations

The present study explored the development and initial validation of measure of conflict management, a skill often taught in school-based social-emotional learning (SEL) programs. There is a gap in existing scales that measure conflict management skills for children and adolescents. The scales that do exist for children or adolescents (CONFLICTALK, Kimsey & Fuller, 2003; Conflict Resolution Styles Inventory [CRSI], Bonache et al., 2016) often measure conflict styles rather than skills, do not have a theoretical basis, and or have limited norming information or are normed on populations (and languages) outside of the United States.

Our purpose was to develop and …