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Full-Text Articles in Education
The Theory Of Learning In Micro: Context & Explanation, Irene A. Bal, Mohammad Shams Ud Duha, Okan Arslan, Jessica Collier, Paula Marcelle, Annetta Dolowitz, Jamie Brernhardt, Meg Swanson, Monalisa Dash, Bohdana Allman (Ed.), Heather Leary (Ed.), Royce Kimmons (Ed.)
The Theory Of Learning In Micro: Context & Explanation, Irene A. Bal, Mohammad Shams Ud Duha, Okan Arslan, Jessica Collier, Paula Marcelle, Annetta Dolowitz, Jamie Brernhardt, Meg Swanson, Monalisa Dash, Bohdana Allman (Ed.), Heather Leary (Ed.), Royce Kimmons (Ed.)
STEMPS Faculty Publications
The Theory of Learning in Micro is a proposed theory on how people micro-learn. This theory is based on the hypothesis that learning is a continual process better supported with smaller, more focused learning resources and activities. Based on two main beliefs, knowledge and design, The Theory of Learning in Micro was crafted as a foundation for how people learn in micro, providing a set of beliefs and assumptions for the microlearning design and development community.
Extending The Apprenticeship Of Observation: How Mentee Experience Shape Mentors, Christina J. Lunsmann, Jori S. Beck, Derek R. Riddle, Chyllis E. Scott, Amy B. Adkins
Extending The Apprenticeship Of Observation: How Mentee Experience Shape Mentors, Christina J. Lunsmann, Jori S. Beck, Derek R. Riddle, Chyllis E. Scott, Amy B. Adkins
Teaching & Learning Faculty Publications
Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers' social identity development through the concept of Apprenticeship of Observation - specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers' prior experiences as mentees …
Objective Knowledge, Subjective Knowledge, And Prior Experience Of Organic Cotton Apparel, Han Tae-Im
Objective Knowledge, Subjective Knowledge, And Prior Experience Of Organic Cotton Apparel, Han Tae-Im
STEMPS Faculty Publications
The purpose of this research is to examine the relationships between objective knowledge, subjective knowledge, and prior experience of organic cotton apparel and their effects on purchase behaviors. The sample of the present study consisted of Millennial consumers living in the United States. Multiple regression and cluster analysis were used to assess the relationship among variables. Objective and subjective knowledge related to organic cotton apparel had a weak relationship suggesting they are distinct measures of knowledge. Direct experience, indirect experience, and education level were significant predictors of subjective knowledge, however, they had insignificant effects on objective knowledge. Furthermore, consumers who …
Disaster Prevention Literacy Among School Administrators And Teachers: A Study On The Plan For Disaster Prevention And Campus Network Deployment And Experiment In Taiwan, Sung-Chin Chung, Cherng-Jyh Yen
Disaster Prevention Literacy Among School Administrators And Teachers: A Study On The Plan For Disaster Prevention And Campus Network Deployment And Experiment In Taiwan, Sung-Chin Chung, Cherng-Jyh Yen
Educational Leadership & Workforce Development Faculty Publications
Taiwan is located at the high-risk region of natural disasters with the frequently occurred earthquakes. The importance of the disaster prevention education on campus is made even more obvious by the fact that natural disasters often occur during the school days. Given the leading roles the school administrators and teachers playing in the disaster prevention education of their pupils, this study purposed to investigate how disaster prevention literacy was among them and how disaster prevention literacy differed across various background variables of them. Furthermore, the current study also examined if disaster prevention literacy changed by participation in the disaster prevention …
Perceptions Of Approved Clinical Instructors: Barriers In The Implementation Of Evidence-Based Practice, Dorice A. Hankemeier, Bonnie L. Van Lunen
Perceptions Of Approved Clinical Instructors: Barriers In The Implementation Of Evidence-Based Practice, Dorice A. Hankemeier, Bonnie L. Van Lunen
Rehabilitation Sciences Faculty Publications
Context: As evidence-based practice (EBP) becomes prevalent in athletic training education, the barriers that Approved Clinical Instructors (ACIs) experience in implementing it with students need to be understood.
Objective: To investigate barriers ACIs face when implementing EBP concepts in clinical practice and in teaching EBP to professional athletic training students and to investigate the educational emphases to improve the barriers.
Design: Qualitative study.
Setting: Telephone interviews.
Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as an athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.81 ± 3.9 years) were interviewed.
Data Collection and …