Education Commons^™

The Teacher’S Role In Writing: A Study Of Teacher Candidates’ Perceptions, Joy Myers, Kelly Tracy, Amanda Wall, Linda D. Smetana, Chinwe H. Ikpeze, Sonia M. Kline, Jenn Raskauskas, Roya Q. Scales, Vicki Mcquitty, Pamela Hickey

Reading Horizons: A Journal of Literacy and Language Arts

A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher’s role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students’ confidence in writing. Some mentioned …

Global Child And Family-Centered Care Fellowship, Education And Mentorship For Pediatric Healthcare Professionals: A Literature Review, Ashley Zheng, Bobbijo Pansier

Patient Experience Journal

Child- and family-centered care (FCC) is increasingly accepted and implemented to optimize the healthcare experience for patients, their families, and healthcare professionals. Standish Foundation for Children, a 501(c)(3) non-profit, has designed and piloted a fellowship to educate pediatric healthcare professionals in FCC & psychosocial care via an inquiry and mentorship model in Tbilisis, Georgia. This review aimed to evaluate and synthesize existing literature on psychosocial and FCC mentorship for pediatric healthcare professionals in four parts: ongoing need, effects on healthcare professionals, effects on children and their families and/or caregivers, and in cross-country healthcare settings. Reviewers searched open-source databases for articles …

Beyond Service Education: Impacting The Human Experience With Sustained Training Utilizing The Experience Model Of Communication, Jennifer S. Packard, Rebecca A. Brustad, Jane M. Hoplin, Sheila K. Stevens

Patient Experience Journal

Patients scheduling or checking in for medical appointments often share with frontline employees’ details of their stories, including their worries, prior negative experiences, and hopes. These interactions require employees to not only complete their task, but also to be mindfully present, picking up on important social cues and showing appropriate emotional congruence and empathic understanding. Based on a review of recorded patient calls, a gap was identified in the communication skills of desk and scheduling staff at this large academic medical center, and a sustained training program was created to fill this gap. The training is centered on an evolving …

Adolescents’ Perceptions Of School Counselling In Ibadan, Nigeria, Tolulope Bella - Awusah, Glory Oyewole, Ajibola Falaye, Olayinka Omigbodun

Journal of School-Based Counseling Policy and Evaluation

This study explored adolescents’ perceptions and experiences with school counselling in Ibadan, Southwest Nigeria. A total of 48 students between the ages of 14 and 19 years from public and private secondary schools participated in eight focus groups. Using a phenomenological approach, data was analyzed using thematic analysis. Participants described the role of a school counsellor as an adult support system and accessed counselling services mostly for academic purposes. Negative beliefs and experiences with the counselling process and preference for significant others were some barriers to seeking school counselling services. Personal counsellor attributes which facilitate supportive interpersonal relationships were desired. …

Technology In Teacher Education: Student Perceptions Of Instructional Technology In The Classroom, Jennifer Zakrzewski, Brianne Newton

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Instructional technology continues to become more prevalent in classrooms around the globe. However, it is unclear whether teachers are prepared and have the self-efficacy to incorporate instructional technology into the classroom. This study reviews an instructional technology course for preservice teachers and whether student comfort increased with instructional technology throughout the course. In addition, data were collected regarding preferences pertaining to instructional technology. The data shows preservice teachers’ comfort increased throughout this course in terms of instructional technology. In addition, the data show preservice teachers are more comfortable working with instructional …

Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 1, Spring 2022

Journal on Empowering Teaching Excellence

The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Spring 2022 issue begins with research that explores the perceptions of pre-service teachers relative to learning mathematics and science, with suggestions for how findings can impact curriculum and further research. The focus on pre-service teachers continues with research into their sense of self-efficacy with instructional technologies and whether specific techniques increase comfort level with technologies. Next, researchers explore the products that Generation Z students value most in their learning of a second language, …

What Do You Expect? A Comparison Of Perceptions On The Roles Of Clinical Educators And Graduate Clinicians, Catherine Torrington Eaton, Katherine Ermgodts, Katelyn O'Connor Mairet

Teaching and Learning in Communication Sciences & Disorders

In addition to explicitly defined pedagogical roles and responsibilities, shared perceptions of clinical educator and graduate clinician roles across both parties are essential for an effective supervisory relationship. Previous findings suggest subtle differences in expectations that could potentially impact the learning process. This study was designed to enable a within and across group comparison on perceived roles of supervisors and supervisees. A survey consisting of open-ended prompts, Likert-rating scale questions, and attribute rankings regarding their own and the others’ roles was completed by 90 clinical educators and 63 graduate students in speech-language pathology. Thematic analysis was the primary method of …

Level I Fieldwork Using Simulation: Student Performance Outcomes And Perceptions, Nicole C. Harris, Sarah Nielsen, Marilyn G. Klug

Journal of Occupational Therapy Education

The purpose of this study was to examine students’ perceptions and performance outcomes of a virtual fieldwork using Simucase® in conjunction with supplemental activities and debriefing opportunities. The simulation replaced Level I clinic-based fieldwork experiences that were cancelled due to COVID-19. Quantitative and qualitative data were collected using a modified evaluation tool to assess student performance outcomes and perceptions for students in the Year one Occupational Therapy Doctorate (OTD) cohort (n=57) and the Year two Master of Occupational Therapy (MOT) cohort (n=57) enrolled in a public university in the rural Midwest. Student ratings were compared using chi-square test of independence …

Australian Teachers’ Perceptions And Experiences Of Food And Nutrition Education In Primary Schools: A Qualitative Study, Gozde Aydin, Claire Margerison, Anthony Worsley, Alison Booth

Australian Journal of Teacher Education

Teacher delivered food and nutrition education (FNE) can be effective in improving children’s food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers’ experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.