Chapter 12. The development of the abstract scientific concept of heat energy in a naturalistic classroom setting

2019 ◽  
pp. 263-285
Author(s):  
Sally Zacharias
Keyword(s):  
Heat Energy ◽  
Scientific Concept ◽  
Classroom Setting

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

Is money the creation of the state or the market? (On the “modern monetary theory” as described in the textbook by W. Mitchell, L. R. Wray and M. Watts “Macroeconomics”)

2020 ◽  
pp. 121-134
Author(s):  
S. A. Andryushin
Keyword(s):  
Public Debt ◽  
Scientific Community ◽  
Full Employment ◽  
Term Effect ◽  
Scientific Concept ◽  
Monetary Theory ◽  
Left Wing ◽  
Medium Term ◽  
Short Term ◽  
Stimulation Of

In 2019, a textbook “Macroeconomics” was published in London, on the pages of which the authors presented a new monetary doctrine — Modern Monetary Theory, MMT, — an unorthodox concept based on the postulates of Post-Keynesianism, New Institutionalism, and the theory of Marxism. The attitude to this scientific concept in the scientific community is ambiguous. A smaller part of scientists actively support this doctrine, which is directly related to state monetary and fiscal stimulation of full employment, public debt servicing and economic growth. Others, the majority of economists, on the contrary, strongly criticize MMT, arguing that the new theory hides simple left-wing populism, designed for a temporary and short-term effect. This article considers the origins and the main provisions of MMT, its discussions with the mainstream, criticism of the basic tenets of MMT, and also assesses possible prospects for the development of MMT in the medium term.

The development of theory and scientific concept of public finance

2019 ◽  
Vol 2019 (285) ◽  
pp. 26-44
Author(s):  
Inna LUNINA ◽  
◽  
Taisiia BONDARUK ◽  
Keyword(s):  
Public Finance ◽  
Scientific Concept
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