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Articles 1 - 4 of 4
Full-Text Articles in Education
Lesson Plan Template For Clinical Practice, Teaching Performance Assessment, And In-Service Teaching, Karen Escalante
Lesson Plan Template For Clinical Practice, Teaching Performance Assessment, And In-Service Teaching, Karen Escalante
Teacher Education and Technology Faculty Publications
Becoming an effective teacher takes time, preparation, purposeful planning and deep knowledge of your students and the content / curriculum. Purposeful lesson planning supports you in your development as an educator and it works to ensure PK-12 students are being taught to think and engage with the content area, with the ultimate goal of transferring that knowledge to global understandings and patterns.
A Transformative Journey: The Lived Experience Of Healthcare Learners Participating In Pain Management Education, Zoe A. Leyland
A Transformative Journey: The Lived Experience Of Healthcare Learners Participating In Pain Management Education, Zoe A. Leyland
Electronic Thesis and Dissertation Repository
There is little emphasis on pain management education for healthcare providers. In September 2019, the Master of Clinical Science (MClSc) program in Advanced Healthcare Practice at Western University in London, Ontario introduced a new, “Interprofessional Pain Management” (IPM) field. The program follows a competency-based framework, and the learners are all practicing healthcare providers with a special interest in pain. Part of the purpose of this thesis is to describe the process of development and implementation. The objective is to provide educators and healthcare providers an in-depth look at how the pain education is experienced. This includes exploring the lived experience …
Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner
Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner
Journal of Practitioner Research
This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.
Cooperating Teachers As Models Of Best Practice: Student Teachers' Perceptions, Connie B. Melder
Cooperating Teachers As Models Of Best Practice: Student Teachers' Perceptions, Connie B. Melder
Doctoral Dissertations
The selection of expert, effective cooperating teachers who can foster successful student teacher experiences and serve as primary role models for teacher candidates is central to the success of student teaching. However, a lack of consensus exists among education professionals on a standardized definition of effective cooperating teachers. The purpose of this dissertation study was to determine if student teachers' perceptions of cooperating teachers' modeled actions of professional standards differed across four certification grade bands: (a) early childhood certification (grades PK-3), (b) elementary certification (grades 1-5), (c) secondary content (grades 6-12) certification in English, mathematics, science, and social studies, and …