Education Commons^™

Research Attitudes, Practice And Literacy Among Kenyan Palliative Care Healthcare Professionals: An Observational, Crosssectional Online Survey, Ra Powell, Z Ali, Nancy Gikaara, Qanungo S, Es Melikam, Kb Cartmell

Internal Medicine, East Africa

Background: While research is needed to advocate for implementation of global agendas to strengthen palliative care, healthcare professionals’ research literacy must improve to bridge the gap between evidence and practice. A resurgent focus on North-South power disparities, means attention should also focus on understanding low- and middle-income countries’ local agency to implement palliative care research agendas.

Methods: An observational, cross-sectional online survey among Kenyan palliative healthcare professionals currently working at any of the palliative and hospice care organizations operational during January – December 2019, using descriptive statistics.

Results: Among the 93 survey respondents, participants were mainly nurses (50.54%; n=47). Regarding …

Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe

Literacy Practice and Research

Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of student with dyslexia. As a results, states are responding with legislation for how reading should be taught. This study focuses on including the voices of teacher educators, who largely were not included in the process of informing legislation. It sought to understand their: (a) beliefs about dyslexia; (b) self-efficacy for working with students with dyslexia and other reading challenges; and (c) perceptions about their programs and dyslexia legislation.

Read Aloud Across Grade Levels: A Closer Look, Samuel Dejulio, Miriam Martinez, Janis Harmon, Marcy Wilburn, Megan Stavinoha

Literacy Practice and Research

In this study, the authors explore teachers’ beliefs, understandings, and practices related to read alouds through surveys collected in 2015 (86) and 2020 (43). The participants ranged from teachers in early childhood to secondary classrooms. The authors focused on the participating teachers’ purposes for conducting read alouds, types of texts used, preparation, and instructional practices related to rea alouds. The authors analyzed the data in two rounds. They began by comparing the data from 2015 and 2020. In the second round, they analyzed the data along two dimensions: thoughtfulness and valuing of student participation. The authors found similarities between the …