scholarly journals CHOReVOLUTION: Hands-On In-Service Training for Choreography-Based Systems

2020 ◽  
pp. 3-19
Author(s):  
Marco Autili ◽  
Amleto Di Salle ◽  
Claudio Pompilio ◽  
Massimo Tivoli
Keyword(s):  
Hands On ◽  
Service Training

scholarly journals Re-orientation of Science and Mathematics Teachers Instructional Strategies for Information Communication Technology Integration

2015 ◽  
Vol 7 (3) ◽  
pp. 1338-1346
Author(s):  
Rose Atieno Mutende
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Information Communication ◽  
Qualitative Research Design ◽  
Hands On ◽  
Hands On Learning ◽  
Service Training ◽  
Ict Infrastructure ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This article reports on a study which explored teachers re-conceptualization and re-orientation process during their in-service training for ICT-pedagogy integration in teaching and learning. The qualitative research design was used for the study. It was found that there was a limited ICT infrastructure as well as inadequate technological access and reliability, the participating teachers were engaged in authentic hands-on learning experience and that the teachers engagement in the learning activities demonstrated they had not developed expertise in ICT usage for teaching and learning. It was therefore recommended that opportunities to acquire professional ICT integration skills for both teachers and trainers be expanded. 

Combined clinical audits and low-dose, high-frequency, in-service training of health care providers and community health workers to improve maternal and newborn health in Mali: protocol for a pragmatic cluster randomized trial (Preprint)

2021 ◽  
Author(s):  
David Zombre ◽  
Diego Bassani ◽  
Farhana Zareef ◽  
Moussa Doumbia ◽  
Sekou Doumbia ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Health Workers ◽  
Newborn Health ◽  
Maternal And Newborn Health ◽  
Classroom Setting ◽  
Care Providers ◽  
Mortality And Morbidity ◽  
Hands On ◽  
Service Training ◽  
Maternal And Newborn

BACKGROUND Despite most births in Mali occurring in health facilities, a substantial number of newborns still die during delivery and within the first 7 days of life, mainly due to existing training deficiencies and the challenges of maintaining intrapartum and postpartum care skills. OBJECTIVE This trial aims to assess the effectiveness, and cost-effectiveness, of an intervention combining clinical audits and low-dose high-frequency (LDHF) in-service training of health care providers and community health workers in reducing perinatal mortality. METHODS The study is a three-arm cluster RCT in the Koulikoro region, in Mali. The unit of randomization are each of 84 primary care facilities. Each trial arm will include 28 facilities. The facilities in the first intervention arm will receive support in implementing mortality and morbidity audits followed by one-day LDHF training biweekly, for 6 months. The health workers in second intervention arm (28 facilities), will receive a refresher course in Maternal, Newborn and Child Health (MNCH) for 10 days in a classroom setting, in addition to mortality and morbidity audits and LDHF hands-on training for 6 months. The control arm, also with 28 facilities, will consist solely of the standard MNCH refresher training delivered in a classroom setting. The main outcome are perinatal deaths in the intervention arms compared to the control arm. A final sample of approximately 600 deliveries per cluster is expected, for a total of 30,000 newborns over 14 months. Data sources include both routine health records and follow-up household surveys of all women who recently gave birth in study facility 7 days post-delivery. Data collection tools will capture perinatal deaths, complications and adverse events, as well as the status of the newborn during the perinatal period. A full economic evaluation will be conducted to determine the incremental cost-effectiveness of each of the case-based focused LDHF hands-on training strategies in comparison to MNCH refresher training in a classroom setting. RESULTS NA CONCLUSIONS The results will provide policy makers and practitioners crucial information on both the impact of different healthcare provider training modalities on maternal and newborn health outcomes, and how to successfully implement these strategies in resource-limited settings. CLINICALTRIAL Trial registration: ClinicalTrials.gov NCT03656237, registered on September 4, 2018.

Pre-Service Training in AAC: Lessons From School Staff Instruction

2016 ◽  
Vol 1 (12) ◽  
pp. 24-31 ◽  
Author(s):  
Jill Senner ◽  
Matthew Baud
Keyword(s):  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Hands On ◽  
Service Training ◽  
Language Pathology ◽  
Training Opportunities ◽  
Instructional Staff

The article is designed to provide speech-language pathologists with information they can use in designing hands-on augmentative & alternative communication (AAC) partner training programs directed toward speech-language pathology graduate students and instructional staff working in schools. First, the article develops a rationale for the need for such instruction. Next, it details necessary elements of such training programs described in the literature. Then, the authors detail the increases in instructional staff use of partner-augmented input following their implementation of a program based upon one of these training approaches. Last, the authors present the lessons they learned that can be applied to the design and implementation of graduate training opportunities in AAC.

Tanzanian experience of In-service Teacher Training in Astronomy through the NASE program

2019 ◽  
Vol 15 (S367) ◽  
pp. 368-370
Author(s):  
Noorali T. Jiwaji
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Training Programs ◽  
Specific Training ◽  
Group Program ◽  
Face To Face ◽  
Hands On ◽  
Teacher Training Programs ◽  
Service Training ◽  
And Mathematics

AbstractWe provide our first experience of Astronomy training as an in-service training of teachers of Science in Primary schools, and teachers of Geography, Physics and Mathematics in Secondary Schools necessitated due to lack of Astronomy specific training in their teacher training programs. The hands-on training was conducted in collaboration with the IAU Commission 46 Working Group program of Network of Astronomy Schools Education (NASE). Experiences from both face to face and virtual sessions conducted during the Covid19 period and in preparation of a major African solar eclipse, are discussed.

scholarly journals Improving medication practices for persons with intellectual and developmental disability: Educating direct support staff using simulation, debriefing, and reflection

2017 ◽  
Vol 23 (4) ◽  
pp. 498-511 ◽  
Author(s):  
Kathy Auberry ◽  
Katherine Wills ◽  
Carrie Shaver
Keyword(s):  
Reflective Practice ◽  
Medication Management ◽  
Medication Administration ◽  
Skill Level ◽  
Intellectual And Developmental Disability ◽  
Study Results ◽  
Hands On ◽  
Direct Support ◽  
Direct Support Professionals ◽  
Service Training

Direct support professionals (DSPs) are increasingly active in medication administration for people with intellectual and developmental disabilities, thus supplementing nursing and family caretakers. Providing workplace training for DSPs is often the duty of nursing personnel. This article presents empirical data and design suggestions for including simulations, debriefing, and written reflective practice during in-service training for DSPs in order to improve DSPs’ skills and confidence related to medication administration. Quantitative study results demonstrate that DSPs acknowledge that their skill level and confidence rose significantly after hands-on simulations. The skill-level effect was statistically significant for general medication management −4.5 ( p < 0.001) and gastrointestinal medication management −4.4 ( p < 0.001). Qualitative findings show a deep desire by DSPs to not just be “pill poppers” but to understand the medical processes, causalities, and consequences of their medication administration. On the basis of our results, the authors make recommendations regarding how to combine DSP workplace simulations and debriefing with written reflective practice in DSP continuing education.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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