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Selected AbstractsThe Quality of Content Analyses of State Student Achievement Tests and Content StandardsEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2008Andrew C. Porter This article examines the reliability of content analyses of state student achievement tests and state content standards. We use data from two states in three grades in mathematics and English language arts and reading to explore differences by state, content area, grade level, and document type. Using a generalizability framework, we find that reliabilities for four coders are generally greater than .80. For the two problematic reliabilities, they are partly explained by an odd rater out. We conclude that the content analysis procedures, when used with at least five raters, provide reliable information to researchers, policymakers, and practitioners about the content of assessments and standards. [source] Developing a Service-Learning Curriculum for LinguisticsLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 4 2010Colleen M. Fitzgerald Service-learning integrates community service into a credit-earning course to enrich the learning experience and pair practice with theory in some content area. Linguistics courses offer tremendous potential for service-learning because there are a variety of ways in which language-related theory can be put into practice. This paper outlines the development of a service-learning curriculum for linguistics courses. While examples come from a project where students tutored adult second language learners of English, the activities in this paper extend well to other linguistics courses. Reflection is essential to service-learning, so necessary background and examples of it as a structured learning tool appear here. A second assessment tool, an anonymous online survey taken before and after tutoring, was used to explore any impact on language and diversity attitudes. More generally, service-learning has the potential to positively affect career development, to generate a sense of civic engagement, to facilitate greater understanding of other cultures and races and to make a difference in local communities. [source] The ,Collaborative Care' curriculum: an educational model addressing key ACGME core competencies in primary care residency trainingMEDICAL EDUCATION, Issue 9 2003Keith Frey Aim, The ,Collaborative Care' curriculum is a 12-month senior resident class project in which one evidence-based clinical guideline is designed, implemented and evaluated in our residency practice. This curriculum specifically addresses three of the six Accreditation Council for Graduate Medical Education (ACGME) core competencies: Practice-Based Learning and Improvement, Interpersonal and Communication Skills and System-Based Practices. Additionally, the project enhances the quality of patient care within the model family practice centre in a family practice residency. Methods, During the project, the third-year residency class selects the disease, develops the clinical guideline, leads its implementation and guides the evaluation process. Select faculty members serve as mentors and coach the resident class through each phase of the project. Specific educational objectives are developed for each content area: evidence-based medicine, clinical guideline development, continuous quality improvement and team leadership. A series of seminars are presented during the project year to provide ,just-in-time' learning for the key content and skills required for each step in the project. By working together to develop the practice guideline, then working with nurses and allied health staff to implement the guideline and review its effectiveness, the resident team gains competence in the areas of practice-based learning and improvement, interpersonal and communication skills and system-based practices. Results, The self-reported level of resident confidence in skill acquisition for each content area was measured for each resident at the time of graduation from the residency programme. Results from the first 2 years of this curriculum are reported (resident n = 12), and demonstrate a high level of physician confidence in the skills addressed and their utility for future practice. Conclusions, The senior resident seminar and team project model reported here creates learning experiences that appear to address at least three of the ACGME general competency expectations: practice-based learning and improvement, interpersonal communication skills, and systems-based practice. From the initial resident feedback, this educational model seems to establish a high level of physician confidence in the skills addressed and their utility for future practice. [source] Diagnostic reasoning strategies and diagnostic successMEDICAL EDUCATION, Issue 8 2003S Coderre Purpose Cognitive psychology research supports the notion that experts use mental frameworks or ,schemes', both to organize knowledge in memory and to solve clinical problems. The central purpose of this study was to determine the relationship between problem-solving strategies and the likelihood of diagnostic success. Methods Think-aloud protocols were collected to determine the diagnostic reasoning used by experts and non-experts when attempting to diagnose clinical presentations in gastroenterology. Results Using logistic regression analysis, the study found that there is a relationship between diagnostic reasoning strategy and the likelihood of diagnostic success. Compared to hypothetico-deductive reasoning, the odds of diagnostic success were significantly greater when subjects used the diagnostic strategies of pattern recognition and scheme-inductive reasoning. Two other factors emerged as independent determinants of diagnostic success: expertise and clinical presentation. Not surprisingly, experts outperformed novices, while the content area of the clinical cases in each of the four clinical presentations demonstrated varying degrees of difficulty and thus diagnostic success. Conclusions These findings have significant implications for medical educators. It supports the introduction of ,schemes' as a means of enhancing memory organization and improving diagnostic success. [source] Academic Achievement Through FLES: A Case for Promoting Greater Access to Foreign Language Study Among Young LearnersMODERN LANGUAGE JOURNAL, Issue 1 2010CAROLYN TAYLOR The No Child Left Behind Act of 2001 established foreign languages as a core curricular content area; however, instructional emphasis continues to be placed on curricular areas that factor into state educational accountability programs. The present study explored whether foreign language study of first-year Grade 3 foreign language students who continued their foreign language study through Grade 5 in Louisiana public schools contributed to their academic achievement in curricular areas tested on the Iowa Tests of Basic Skills (ITBS) and the Louisiana Educational Assessment Program for the 21st Century (LEAP 21) test. Notable findings emerged. First, foreign language (FL) students significantly outperformed their non-FL peers on every test (English language arts, mathematics, science, and social studies) of the Grade 4 LEAP 21. Second, the present research suggested that regardless of the test, whether the Grade 4 criterion-referenced LEAP 21 or the Grade 5 norm-referenced ITBS, at each grade level FL students significantly outperformed their non-FL counterparts on language achievement tests. [source] Work Situations Triggering Participation in Informal Learning in the Workplace: A Case Study of Public School TeachersPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2003Margaret C. Lohman ABSTRACT Interviews and site visits were conducted with 22 teachers to identify the work situations that trigger their engagement in informal learning and the personal characteristics that enhance their motivation to engage in informal learning when dealing with such situations. Analysis of the data found that three types of work situations triggered engagement in informal learning: new teaching tasks, new leadership roles, and adherence to policies and procedures. Motivation to engage in informal learning was enhanced by teachers' initiative, self-efficacy, commitment to life-long learning, and interest in their content area. Implications of the findings for theory, research, and the facilitation of informal learning are discussed. [source] Evaluation of Professional Development for Language Teachers in CaliforniaFOREIGN LANGUAGE ANNALS, Issue 2 2002Albert S. Lozano As one of the nine content areas of the California Subject Matter Project, CFLP is a voluntary project that served 609 elementary, secondary, and postsecondary foreign language teachers from 43 counties in 1998/1999. This article describes the origin and rationale of the California Foreign Language Project and discusses the importance of professional development programs, a topic of growing interest given the nationwide focus on student performance and school reform. Finally, the components of professional development program evaluation, and specifically of CFLP's Evaluation Design, will be presented, along with the findings from the 1998/1999 program year. [source] The moderating effect of individual differences on the relationship between the framing of training and interest in trainingINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2009Cody B. Cox The moderating effect of individual differences on the relationship between framing training as ,basic' or ,advanced' and interest in training was examined for technical and nontechnical content areas. Participants were 109 working-age adults (mean age = 38.14 years, SD = 12.20 years). Self-efficacy and goal orientation were examined as moderators. Results showed a three-way interaction between performance orientation (a dimension of goal orientation reflecting the desire to demonstrate competence in an achievement setting), age, and frame for technical training and a three-way interaction between performance orientation, self-efficacy, and frame for nontechnical training. Implications for future research as well as framing training to enhance interest are discussed. [source] New Hope and Help for Forgotten YouthJOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 2 2009APRN/PMH, Rita Gill MS TOPIC: Juvenile sex offender treatment programs have been at the forefront of discussion among some policy-makers and certainly those who provide treatment for these youth. While the research in this area supports the use of community-based treatment strategies, clinicians with strong training background are rare. PURPOSE: There is a need for a certificate training program to develop clinicians who are specifically trained to treat juvenile sex offenders. Through a unique academic/community initiative providing a multimodal approach to treatment, a collaborative 2-day national conference related to treatment of juvenile sex offenders was established. The program core was a 9-month clinical treatment certificate training program. This article describes the community program, and outlines in detail its purpose, goals, trainee requirements, conceptual areas for competency development, and the content areas. CONCLUSIONS: The Mental Health Policy Institute for Leadership and Training of Baltimore and the School of Nursing of the University Maryland jointly recognized a need to address the quality and efficacy of community-based treatment and expand the number of trained clinicians to work with sex offending youth. As a result of positive program evaluations, this community program will be provided annually. [source] Perinatal nursing education for single-room maternity care: an evaluation of a competency-based modelJOURNAL OF CLINICAL NURSING, Issue 1 2005Patricia A Janssen PhD Aims and objectives., To evaluate the success of a competency-based nursing orientation programme for a single-room maternity care unit by measuring improvement in self-reported competency after six months. Background., Single-room maternity care has challenged obstetrical nurses to provide comprehensive nursing care during all phases of the in-hospital birth experience. In this model, nurses provide intrapartum, postpartum and newborn care in one room. To date, an evaluation of nursing education for single-room maternity care has not been published. Design., A prospective cohort design comparing self-reported competencies prior to starting work in the single-room maternity care and six months after. Methods., Nurses completed a competency-based education programme in which they could select from a menu of learning methods and content areas according to their individual needs. Learning methods included classroom lectures, self-paced learning packages, and preceptorships in the clinical area. Competencies were measured by a standardized perinatal self-efficacy tool and a tool developed by the authors for this study, the Single-Room Maternity Care Competency Tool. A paired analysis was undertaken to take into account the paired (before and after) nature of the design. Results., Scores on the perinatal self-efficacy scale and the single-room maternity care competency tool were improved. These differences were statistically significant. Conclusions., Improvements in perinatal and single-room maternity care-specific competencies suggest that our education programme was successful in preparing nurses for their new role in the single-room maternity care setting. This conclusion is supported by reported increases in nursing and patient satisfaction in the single-room maternity care compared with the traditional labour/delivery and postpartum settings. Relevance to clinical practice., An education programme tailored to the learning needs of experienced clinical nurses contributes to improvements in nursing competencies and patient care. [source] Pediatric hospital medicine core competencies: Development and methodologyJOURNAL OF HOSPITAL MEDICINE, Issue S2 2010Erin R. Stucky MD Abstract Background: Pediatric hospital medicine is the most rapidly growing site-based pediatric specialty. There are over 2500 unique members in the three core societies in which pediatric hospitalists are members: the American Academy of Pediatrics (AAP), the Academic Pediatric Association (APA) and the Society of Hospital Medicine (SHM). Pediatric hospitalists are fulfilling both clinical and system improvement roles within varied hospital systems. Defined expectations and competencies for pediatric hospitalists are needed. Methods: In 2005, SHM's Pediatric Core Curriculum Task Force initiated the project and formed the editorial board. Over the subsequent four years, multiple pediatric hospitalists belonging to the AAP, APA, or SHM contributed to the content of and guided the development of the project. Editors and collaborators created a framework for identifying appropriate competency content areas. Content experts from both within and outside of pediatric hospital medicine participated as contributors. A number of selected national organizations and societies provided valuable feedback on chapters. The final product was validated by formal review from the AAP, APA, and SHM. Results: The Pediatric Hospital Medicine Core Competencies were created. They include 54 chapters divided into four sections: Common Clinical Diagnoses and Conditions, Core Skills, Specialized Clinical Services, and Healthcare Systems: Supporting and Advancing Child Health. Each chapter can be used independently of the others. Chapters follow the knowledge, skills, and attitudes educational curriculum format, and have an additional section on systems organization and improvement to reflect the pediatric hospitalist's responsibility to advance systems of care. Conclusion: These competencies provide a foundation for the creation of pediatric hospital medicine curricula and serve to standardize and improve inpatient training practices. Journal of Hospital Medicine 2010;5(4)(Suppl 2):82,86. © 2010 Society of Hospital Medicine. [source] Interior Design in K-12 Curricula: asking the ExpertsJOURNAL OF INTERIOR DESIGN, Issue 3 2007Stephanie A. Clemons Ph.D. ABSTRACT The purpose of this qualitative study was to assess how interior design content areas (subject matter) could be introduced and integrated into elementary and secondary (K-12) grade levels in support of national academic education standards. Although the minimum standards have been developed for entry level interior designers (Council for Interior Design Accreditation [CIDA] Standards, adopted 2002) and beyond (National Council for Interior Design Qualification [NCIDQ]), a gap exists in the interior design education continuum from "kindergarten to career." Between June 2001 to April 2002, in order to understand perceptions of experts in interior design and elementary and secondary education, focus group sessions and personal interviews were conducted with interior design educators and practitioners, K-12 teachers (elementary, junior high, and high school levels), national standards curriculum specialists (local and state levels), and school-to-career curriculum specialists. The goal of the study was to develop a framework that could guide the integration of interior design content into K-12 levels. This paper reports the findings from the focus groups and proposes a framework that could guide the national integration of interior design content into grades K-12, support national academic standards, and suggest possible channels of dissemination for developed interior design curriculum materials. [source] A Retrospective Examination of the Relationship Between Implementation Quality of the Coordinated School Health Program Model and School-Level Academic Indicators Over Time,JOURNAL OF SCHOOL HEALTH, Issue 3 2009Scott Rosas PhD ABSTRACT BACKGROUND:, Although models such as the coordinated school health program (CSHP) are widely available to address student health needs, school professionals have been unconvinced that scarce resources should be allocated to improving student health. Concern that attention may be diverted from meeting academic accountability goals is often seen as a reason not to attend to student health. Despite continuing calls for the study of multicomponent health programs in relation to educational achievement, the understanding of the extent to which adherence to the characteristics of CSHP contributes to or compromises academic outcomes over time remains incomplete. METHODS:, A retrospective study was conducted of CSHP implementation across 158 public schools in Delaware, serving grades K-12. Using a doubly multivariate design, this study examined 3 levels of CSHP implementation across 5 school-level academic indicators for 3 years. Indicators included school performance, school progress, and aggregated student performance in 3 content areas,reading, mathematics, and writing. Data for the years prior to, during, and following implementation of CSHP were analyzed. RESULTS:, Multivariate main effects of year by implementation level were detected. CSHP schools with high levels of implementation had better school-level performance and progress ratings. CSHP implementation did not have an effect on reading, math, and writing indicators, though all groups showed significant improvements over time in these areas. CONCLUSIONS:, Results of this study suggest that quality implementation of CSHP does not adversely impact school-level academic indicators over time. Moreover, findings suggest a better fit with school-wide accountability indicators than with specific content-based achievement indicators. [source] Math, Science, and Foreign Language: Evidence-Based Accommodation Decision Making at the Postsecondary LevelLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 4 2007Nicole S. Ofiesh Accommodations in postsecondary settings have become commonplace for many students with learning disabilities (LD) who have documented needs. Many of the accommodations professionals recommend for students with LD are based on an analysis of the course demands, the student's functional limitations, and a basic understanding of how the accommodation can facilitate the demonstration or acquisition of knowledge. However, little is known about which accommodations are recommended for math, science, and foreign language courses as well as the effectiveness of those accommodations. Because these content areas pose substantial hurdles for secondary students with LD who may transition to postsecondary settings, a review of the literature was conducted to evaluate current practices in the provision of accommodations to postsecondary students with LD in math, science, and foreign language courses. Findings indicate strong empirical evidence for extended test time for algebra exams and emerging research in changes to foreign language instruction. Recommendations for further research are provided. [source] Teaching Instructional Design: An Action Learning ApproachPERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001Brenda Bannan-Ritland ABSTRACT Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. [source] Psychoeducation for Survivors of TraumaPERSPECTIVES IN PSYCHIATRIC CARE, Issue 3 2007Bethany J. Phoenix RN PURPOSE.,Education about the persistent effects of trauma helps survivors better understand their own stress responses, and knowledge of coping strategies provides a sense of control over these responses. Trauma education for providers can minimize negative countertransference and prevent vicarious traumatization. CONCLUSIONS.,This article discusses content areas to be covered in psychoeducation with survivors of acute traumatic events and prolonged trauma and abuse, and reviews resources for trauma psychoeducation with clients and healthcare providers. PRACTICE IMPLICATIONS.,Advanced practice psychiatric nurses may provide psychoeducation to people who suffer from complex psychological and behavioral disturbances related to severe and persistent abuse or trauma, especially early in life. [source] An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disordersPSYCHOLOGY IN THE SCHOOLS, Issue 1 2005Andrea D. Hale Researchers used alternating treatment designs to investigate the effects of listening-while-reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39,51, 2005. [source] Teaching and evaluating point of care learning with an Internet-based clinical-question portfolioTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2009MSc Associate Professor of Medicine, Michael L. Green MD Abstract Introduction: Diplomates in the American Board of Internal Medicine (ABIM) Maintenance of Certification (MOC) program satisfy the self-evaluation of medical knowledge requirement by completing open-book multiple-choice exams. However, this method remains unlikely to affect practice change and often covers content areas not relevant to diplomates' practices. We developed and evaluated an Internet-based point of care (POC) learning portfolio to serve as an alternative. Methods: Participants enter information about their clinical questions, including characteristics, information pursuit, application, and practice change. After documenting 20 questions, they reflect upon a summary report and write commitment-to-change statements about their learning strategies. They can link to help screens and medical information resources. We report on the beta test evaluation of the module, completed by 23 internists and 4 internal medicine residents. Results: Participants found the instructions clear and navigated the module without difficulty. The majority preferred the POC portfolio to multiple-choice examinations, citing greater relevance to their practice, guidance in expanding their palette of information resources, opportunity to reflect on their learning needs, and "credit" for self-directed learning related to their patients. Participants entered a total of 543 clinical questions, of which 250 (46%) resulted in a planned practice change. After completing the module, 14 of 27 (52%) participants committed to at least 1 change in their POC learning strategies. Discussion: Internists found the portfolio valuable, preferred it to multiple-choice examinations, often changed their practice after pursuing clinical questions, and productively reflected on their learning strategies. The ABIM will offer this portfolio as an elective option in MOC. [source] Standardizing evaluation of on-line continuing medical education: Physician knowledge, attitudes, and reflection on practiceTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2004Associate Director, Dr. Linda Casebeer PhD Associate Professor Abstract Introduction: Physicians increasingly earn continuing medical education (CME) credits through on-line courses, but there have been few rigorous evaluations to determine their effects. The present study explores the feasibility of implementing standardized evaluation templates and tests them to evaluate 30 on-line CME courses. Methods: A time series design was used to compare the knowledge, attitudes, and reported changes in practice of physician participants who completed any of 30 on-line CME courses that were hosted on an academic CME Web site and a CME Web portal during the period from August 1, 2002, through March 31, 2003. Data were collected at baseline, at course completion, and 4 weeks later. Paired t tests were used to compare the means of responses across time. Results: U.S. physicians completed 720 post-tests. Quality of content was the characteristic of most importance to participants; too little interaction was the largest source of dissatis-faction. Overall mean knowledge scores increased from 58.1% to 75.6% at post-test and then decreased to 68.2% at 4 weeks following the course. Effect sizes of increased knowledge immediately following the course were larger for case-based than for text-based courses. Nearly all physicians reported making changes in practice following course completion, although reported changes differed from expected changes. Conclusions: Increases in physician knowledge and knowledge retention were demonstrated following participation in on-line CME courses. The implementation of standardized evaluation tests proved to be feasible and allowed longitudinal evaluation analyses across CME providers and content areas. [source] Distance learning in a multimedia networks project: main resultsBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2000Heli Ruokamo This paper discusses a goal-oriented project called Distance Learning in Multimedia Networks (ETÄKAMU) that was a part of the Finnish Multimedia Programme (FMP). The project started in February 1996 and lasted until January 1999. The project combined the efforts of Finnish telecommunication companies, content providers, publishing houses, hardware companies and educational institutions in the field of distance learning. This paper describes the background, the goals and part of the results of the ETÄKAMU project as well as the project's organisation. The main goals of the ETÄKAMU project were to research, develop and evaluate open learning environments using computer networks and computers in learning. The pedagogical background of the project is based on seven qualities of meaningful learning that are applicable to lifelong learning independent of time and place. The ETÄKAMU project arranged teaching experiments and user trials for various learners in different content areas and in different learning environments. Feedback and data were gathered via an investigation of how various pedagogical and technical solutions function in practice. This paper presents some pilot areas of the ETÄKAMU project and main results received in the project. [source] Context and Current and Future Activities of the Society of Clinical PsychologyCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2006(Division 12 of the American Psychological Association) Several themes and activities of the Society of Clinical Psychology (Division 12 of APA) are discussed: a seemingly inexorable trend towards more and more specialization, posing a challenge to the very identity of clinical psychology; the importance of broad and general education in core content areas, especially in the science of psychology; continuing education; a newly established committee on diversity to help promote and support the inclusion of diversity variables in both the scientific and political activities of the Society; and the Evidence-Based Practices in Psychology report, recently adopted by the Council of Representatives as the basis of APA policy. [source] | ||||||||||||||||||||||