ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of a Peer Assisted Learning Model for the Clinical Education of Physiotherapy Students
Author: Sevenhuysen, Samantha L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Peer Groups,Physiology,Therapy,Models,Clinical Experience,Clinical Teaching (Health Professions),Teacher Surveys,Pretests Posttests,Learning Activities,Teaching Methods,Likert Scales,Teacher Workshops,Online Surveys,Participant Satisfaction,Undergraduate Study,Foreign Countries

Demand for clinical placements in physiotherapy education continues to outstrip supply. Peer assisted learning, in various formats, has been trialled to increase training capacity and facilitate student learning during clinical education. There are no documented examples of measurable or repeatable peer assisted learning models to aid clinicians in implementing these strategies. The aim of this research was to develop a repeatable and quantifiable peer assisted learning model of clinical education for paired undergraduate physiotherapy students. Additionally, the project aimed to evaluate the impact of clinician engagement in the model development process on their self-rated ability to facilitate peer assisted learning. A series of four workshops was conducted to facilitate development and refinement of a peer assisted learning model by physiotherapy clinical educators. The workshops introduced relevant peer learning principles and a range of clinically relevant educational tools to educators. Consensus was targeted on the tools and approaches that would underpin the peer assisted learning model. A survey investigating participants' self-rated ability to facilitate components of peer assisted learning was administered prior to, and on completion of, the workshop series. Educators agreed on a model to facilitate student peer interaction in clinical reasoning, observation of performance, risk identification and mitigation, and feedback and coaching. Tools to evaluate student and clinical educator outcomes were developed. On completion of the workshops, participants reported significantly more confidence in their ability to facilitate peer assisted learning. Development of a peer assisted learning model of clinical education that is acceptable to clinical educators was achieved through stakeholder involvement from concept stage. Assessment of educator knowledge and confidence, combined with critical review of stakeholder feedback at multiple stages in model development, appeared effective in conveying ownership of the model to clinical educators and identifying the support required for confidence in facilitating peer assisted learning.
The Perspectives of Health Care Professionals on the Value of Peer Mentoring during Rehabilitation
Author: Townsend, Rob
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Peer Teaching,Allied Health Personnel,Rehabilitation,Biomedicine,Cultural Influences,Interdisciplinary Approach,Adjustment (to Environment),Health Services,Semi Structured Interviews,Role,Foreign Countries,Qualitative Research

There is growing acknowledgement that individuals who experience peer support following a major health event adapt more effectively to physical and psycho-social challenges. Research indicates that patients who experience peer mentoring support during the immediate rehabilitation period appear to adapt better and perceive themselves as better adjusted post injury or illness. Despite this, there appears to be only sporadic attention paid to the value that peer mentoring could play in health care delivery. This article reveals research that explored the beliefs, values, and experiences of five health care professionals about peer mentoring at a major urban rehabilitation centre. Three broad themes emerged from the research: bio-medicine and culture, transitions, and multidisciplinary understandings of peer mentoring. The research found that the dominance of bio-medicine impacted on the effective utilisation of peer mentoring in this culture.
Meet-Up for Success: The Story of a Peer Led Program&apos;s Journey
Author: Kimmins, Lindy R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Peer Teaching,Student Leadership,Technology Uses in Education,Educational Technology,College Students,Distance Education,Nontraditional Students,Withdrawal (Education),Intervention,Academic Persistence,Foreign Countries,Academic Support Services,Program Evaluation,Student Surveys,Program Effectiveness

Technological advancements have forced space and time to evolve to present a virtual university that allows increasing numbers of students to study from a university rather than at university. The best people to guide and advise students through their university journey are experienced students. As Longfellow, May, Burke, and Marks-Maran (2008, p. 95) put it, teachers may be content or subject experts, but current &quot;students are experts at being students.&quot; Studies by Falchikov (2001) found that student leaders provide &quot;expert scaffolding&quot; that steps students from one level of learning to the next within the discipline area. Peer-assisted programs contribute to the development of a caring learning community as their trained leaders scaffold learning and negotiation between lecturer and student, both of which are desirable for student success and sustainable learning practices. Peer-assisted programs also provide a body of students with leadership qualities. This paper briefly explores the history and evolution of an on-campus peer led program to one that is embracing technology and online modes of peer learning. The program's endurance hints at excellence and its dynamic nature is founded on innovation.
Developing African Novice Researchers into Career Investigators: Innovative Options
Author: Tumwijukye, Henry
Date: 2013-00-00
Type: Journal Articles
Subjects: Novices,Researchers,Professional Development,Minicourses,Program Effectiveness,Foreign Countries,Scientists,Capacity Building,Research Administration,Grants,National Organizations,Biomedicine,Needs Assessment,Prevention,Pediatrics,Acquired Immunodeficiency Syndrome (AIDS),Cooperation,Mentors,Specialists,Partnerships in Education,Program Descriptions

Over the last decade, Sub-Saharan Africa has experienced an increased volume of funding and training activities to support research capacity development. However, there are persistent deficits in the number of active investigators conducting independent research with their own grants. To address this deficit, research institutions need to find an optimal balance between the types of trainings conducted: the long-term trainings involving post graduate programs in particular disciplines and short-term, hands-on courses involving &quot;learning by doing&quot;. This article examines the impact of a five-year National Institutes of Health (NIH) seed training award aimed at strengthening grants administration infrastructure at Makerere University-Johns Hopkins University Research Collaboration (MU-JHU) in Uganda, focusing on early career investigators. Using short-term, hands-on courses in grants management, the trainees were equipped with specialized skills to enable them to independently apply for grants. As a result, the number of early career investigators with their own grants rose from four to 16 within four years. This article describes the impact of well-designed, need-based short-term training courses with a hands-on approach and the critical role of supportive, skilled research grant administrators in nurturing early career investigators.
The Development of a Math Strategy in Spanish for Latino English Language Learners at Risk for Math Disabilities
Author: Orosco, Michael J.
Date: 2013-00-00
Type: Journal Articles
Subjects: English Language Learners,Mathematics Instruction,Spanish Speaking,Hispanic American Students,At Risk Students,Learning Disabilities,Reading Comprehension,Problem Solving,Word Problems (Mathematics),Teaching Methods,Native Language,Language of Instruction,Grade 2,Elementary School Students,Program Effectiveness,Mathematics Skills,Pretests Posttests,Scores,Intervention,Cooperative Learning

Math content for English Language Learners (ELLs) is unforgiving in terms of the constant need to build specific math and reading knowledge. As a result, ELLs may not only need math support but also reading comprehension support. The purpose of this study was to assess the effectiveness of a word problem solving strategy called Estratégica Dinámica de Matemáticas (EDM). EDM was designed to provide math strategy support in the native language based on students' reading and language comprehension levels. A changing criterion multiple baseline design was used to instruct six second-grade Latino ELLs at risk for math disability. As compared with the baseline phase, EDM increased word problem solving for all participants. All students' level of performance were maintained and generalized during follow-up sessions. This study has implications for a native language intervention that focuses on comprehension strategy training to facilitate word problem solving performance.
Filled with What? Leadership and Hope in the Faculty Senate
Author: Smith, Everrett A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Governance,Teacher Leadership,Teacher Characteristics,College Administration,Teacher Surveys,College Faculty,Liberal Arts,Intention,Teacher Role,Legislators,Teacher Attitudes

The current study explored the theory of hope as a characteristic of individuals who engage in shared faculty governance, specifically addressing the question: What are the characteristics of faculty governance leaders, specifically their predispositions to have hopeful attitudes about their college campuses and administration? A survey was constructed around the Trait Hope Scale and administered to faculty governance units in 25 college campuses in the United States. A total of 325 respondents completed the survey. The majority of faculty members serving in representative senates had been involved for a moderate period of time (2-5 years), were faculty members in the liberal arts, an almost half intended to return to their faculty roles upon completion of their terms. All senators identified that they had high levels of Hope for the work they accomplish in their institutions.
Networks of Neuroscientists: Professional Interactions within an Interdisciplinary Brain Research Institute
Author: Godley, Jenny
Date: 2013-00-00
Type: Journal Articles
Subjects: Neurosciences,Interdisciplinary Approach,Social Networks,Network Analysis,Scientists,Comparative Analysis,Professional Associations,Predictor Variables,Peer Relationship,Scientific Research,Departments,Surveys,Individual Characteristics,Research Universities,Cooperation,Grants,Supervision,Group Membership,Statistical Analysis,College Faculty,Foreign Countries

This paper uses social network analysis to evaluate how the formation of an interdisciplinary brain research institute affected interaction and collaboration among neuroscientists at one Canadian university. The research institute, formed in 2004, has about 100 members representing ten different departments across the university campus. We conducted a whole network survey of the members in 2010, asking them to report on their professional interactions (advice seeking, co-supervising, co-teaching, co-authorship, holding grants, and organizing conferences together) with each of the other members during the five years before and the five years since the foundation of the Institute. Whole network measures examined include density, isolates, average degree and multiplexity. We compared these measures over time. Our findings indicate that professional interactions among the neuroscientists have increased since the founding of the Institute. The main networks of collaborators are now clustered around the three organizational themes of the Institute, which were formalized in 2010. We also examined how individual-level characteristics of the scientists affected professional interaction. We show that departmental co-membership, office co-location and Institute themes are all significant predictors of interaction among neuroscientists at this university since the foundation of the Institute. Social network analysis is a useful tool for evaluating the impact of the establishment of an interdisciplinary institute on scientists' relationships.
Profile of the Chief Research Officer at Major Research Universities in the United States and Examination of the Current Pathways to the Position
Author: Nash, Julie A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Universities,Research Administration,Database Management Systems,Administrator Attitudes,Occupational Information,Content Analysis,Profiles,Career Planning,Career Development,Qualitative Research,Professional Development,Performance Factors,Mentors,Work Experience,Statistical Analysis,Job Skills,Barriers,Resumes (Personal)

A study to construct a profile of the Chief Research Officer (CRO) was conducted through aggregation of data through a survey instrument distributed to CROs at 240 Carnegie Classified research institutions. Resumes of CROs were voluntarily submitted and job descriptions were obtained and content analyzed. The career pathways and the profile of the CRO are described based on the data collected. The data revealed that the CRO typically is a white male, over 50 years of age, married with children, holds a terminal degree and makes over $100,000 per year. Four career pathways were determined to exist. The least traveled pathway to the position of CRO was found to be through lower level staff positions occupied by individuals simply progressing through the ranks of research administration within the higher education institution's research office. The most often traveled career path to the position of CRO was found to be the academic pathway.
The University as an Open Laboratory
Author: Birx, Donald L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Universities,Knowledge Economy,Regional Schools,Interdisciplinary Approach,Technology Transfer,Best Practices,Program Implementation,Research Administration,Research and Development,Partnerships in Education,Performance Factors,Institutional Characteristics,Shared Resources and Services

Colleges and universities are two of the most formidable resources a country has to reinvent and grow its economy. This is the second of two papers that outlines a process of building and strengthening research universities that enhances regional technology development and facilitates flexible networks of collaboration and resource sharing. In the first paper, research clusters were highlighted. In this paper, the concentration is on the implementation of research clusters to unlock the potential of the universities as open laboratories. The focus of the open laboratory is on swift translation to practice, leveraging and diversifying limited funding resources, integration across disciplines, and facilitating community partnerships to build global competitive advantage in research and development. The strategies described were undertaken at large public universities and in a smaller college environment which are representative of many colleges and universities. The analysis of the factors influencing research and development in today's competitive environment, alongside key research management interventions, provides a framework for adapting the concepts to fit the needs of a full range of educational institutions and environments. [For the first of the two papers, see &quot;Growing an Emerging Research University,&quot; EJ1013309.]
Critical Success Factors for Knowledge Transfer Collaborations between University and Industry
Author: Schofield, Tatiana
Date: 2013-00-00
Type: Journal Articles
Subjects: School Business Relationship,Surveys,Administrator Attitudes,Researchers,Public Officials,Industry,Transfer of Training,Competition,Holistic Approach,Barriers,Universities,Educational Trends,Guidelines,Evaluation Methods,Developing Nations,Literature Reviews

In a fast moving business environment university-industry collaborations play a critical role in contributing to national economies and furthering a competitive advantage. Knowledge transfer from university to industry is supported by national governments as part of their innovation, national growth and competitiveness agenda. A university-industry landscape involves multiple stakeholders with multiple, and often contradicting, objectives and organizational mind-set and cultures. The paper is based on a systematic literature review of the effectiveness of university industry collaborations from a holistic perspective in order to identify drivers and barriers to a fruitful collaboration. A dedicated section explores knowledge transfer in the emerging market context to provide an international dimension to a growing international trend in university industry collaboration. The key findings on success factors relate to organizational and individual contexts, knowledge attributes and relational aspects. The literature research findings are further tested through a survey of key stakeholders: university managers, researchers, industry managers and government representatives, revealing differences in perception among various stakeholders' groups. The paper provides an insight into drivers and potential barriers in university-industry collaborations. The findings enable developing a practical framework for the universities to support their decision-making process. The framework can be used a support tool for evaluating university industry collaborations both generally and in the international context.
The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing
Author: Troia, Gary A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Educational Practices,Evidence Based Practice,Writing Instruction,Writing Evaluation,Content Analysis,Academic Standards,School Psychology,Counselor Role,Program Implementation,Elementary Secondary Education

Although writing plays an important role in the academic, psychosocial, and economic success of individuals, typical writing instruction and assessment in the United States generally does not reflect evidence-based practices. The Common Core State Standards (CCSS) place a great deal of emphasis on written expression and may encourage an increased focus on writing in schools and help to positively shape the practices of educators. In this article, we summarize a theoretically grounded content analysis of the writing and language standards of the CCSS to identify apparent strengths and limitations in the standards. We also note the degree to which the CCSS may support the adoption of evidence-based practices for writing instruction and assessment by teachers based on the content. The CCSS for writing and language appear to be succinct and balanced with respect to the content addressed, but some aspects of writing are not covered well (e.g., spelling) or at all (e.g., motivation). Out of 36 evidence-based writing instruction and assessment practices, the CCSS signal less than half of these in any given grade, suggesting that practitioners will need to consult other resources to acquire knowledge about such practices and how to exploit them to facilitate students' attainment of the standards. Finally, we recommend ways in which school psychologists can function as a valuable resource for teachers and schools in their efforts to deploy evidence-based practices, especially for students who struggle with writing.
Examining Variance in Reading Comprehension among Developing Readers: Words in Context (Curriculum-Based Measurement in Reading) versus Words out of Context (Word Lists)
Author: Ardoin, Scott P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Word Lists,Accuracy,Grade 1,Elementary School Students,Grade 2,Reading Achievement,Reading Fluency,Measurement Techniques,Intervention,Reading Instruction,Reading Rate,Screening Tests,Curriculum Based Assessment,Correlation,Statistical Analysis,Norm Referenced Tests,Achievement Tests,Standardized Tests

Curriculum-based measurement in reading (CBM-R) is a widely used measure for identifying students in need of reading intervention and monitoring their progress. Despite a large base of research supporting the efficacy of CBM-R as a measure of comprehension, critics maintain that CBM-R is little more than a measure of word reading. The current study extends existing research by examining the extent to which CBM-R is a measure of student performance beyond word reading rate and accuracy as well as examining the benefits of administering a word list to early elementary students. Participants included 143 first-grade and 147 second-grade students. All students were administered a norm-referenced measure of reading achievement, two CBM-R passages, and two word lists. Results replicate and extend the literature by highlighting potential differences in the reading behavior of developing and fluent readers and demonstrating the potential need to administer measures of word list reading when conducting screenings in early grades.
Examining the Digital Divide between Rural and Urban Schools: Technology Availability, Teachers&apos; Integration Level and Students&apos; Perception
Author: Wang, Pei-Yu
Date: 2013-00-00
Type: Journal Articles
Subjects: Rural Urban Differences,Technology Integration,Elementary Schools,Access to Information,Access to Computers,Teacher Attitudes,Teacher Competencies,Teaching Experience,Technological Literacy,Pedagogical Content Knowledge,Student Attitudes,Academic Ability,Teacher Surveys,Student Surveys,Familiarity,Questionnaires,Likert Scales,Comparative Analysis,Foreign Countries,Statistical Analysis,Qualitative Research,Interviews

This study aimed to explore the gap regarding technology integration between urban and rural schools based on the Will Skill Tool model. This study was guided by three main questions: 1) Is there any significant difference in terms of technology availability between rural and urban elementary schools?; 2) Is there any significant difference in terms of teachers' attitudes, competence, levels and experiences in technology integration between rural and urban elementary schools?; 3) Is there any significant difference in terms of students' attitudes, competence and experiences in technology integration between rural and urban elementary schools? This was a survey study with 275 teachers and 293 students as participants in southern Taiwan. Half of the participants came from regular urban schools and the other half were from disadvantaged rural schools. T-tests and Chi-Square tests were done to examine differences. The results showed that there was a significant difference in technology availability between rural and urban schools, including the number of interactive whiteboards, desktops in labs, notebooks, netbooks, and tablet computers. There was also a difference in teacher overall high-tech integration level between rural and urban schools. Urban teachers reached the level of &quot;familiarity and confidence&quot; but rural teachers only stayed at the level of &quot;understanding and application of the process.&quot; Teachers' experience, purpose and difficulty in technology integration between rural and urban schools were also slightly different. In addition, there was a difference in students' experience and preference in using technology to learn, especially using interactive whiteboards in learning.