The professional reading habits of teachers: Implications for student learning

2004 ◽  
Vol 28 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Neale Rudland ◽  
Coral Kemp
Keyword(s):  
Student Learning ◽  
Reading Habits ◽  
Professional Reading

The professional reading habits of teachers: Implications for student learning

2004 ◽  
Vol 28 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Neale Rudland ◽  
Coral Kemp
Keyword(s):  
Special Education ◽  
Student Learning ◽  
Reading Habits ◽  
Special Education Needs ◽  
Low Levels ◽  
Education Needs ◽  
Professional Reading

This paper investigates the literature pertaining to the professional reading habits of teachers. Particular attention is given to those teachers working with students with special education needs. The value of professional reading is considered along with the quantity of professional reading of teachers from Australia and overseas, the types of professional reading undertaken, and the factors that influence the degree and type of professional reading. The literature suggests that teachers engage in relatively little professional reading, especially when compared to the reading habits of other professionals. Further, the reading that is undertaken is principally from periodicals that are largely pragmatic in nature. Issues arising from these findings are explored, current barriers to the promotion of professional reading are identified, and research-based recommendations aimed at changing low levels of professional readership are suggested.

scholarly journals Pengaruh Kebiasaan Membaca Dan Koleksi Buku Terhadap Prestasi Belajar Mahasiswa Stakpn Ambon

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Krislina Pattipeiluhu
Keyword(s):  
Student Learning ◽  
Developed Countries ◽  
Human Beings ◽  
Reading Habits ◽  
High Culture ◽  
Learning Achievement ◽  
Education Today ◽  
Library Support ◽  
The Impact

Education must produce quality human beings who are capable of facing global competition. Therefore, education institutions need to improve the quality of their graduates. In the development of education today both in developed countries and in developing countries, the interest in reading plays a significant role. Success in learning is largely supported by read interest. It is not enough that a study only exerts its power to listen and then memorize it, but it also has to be supported by many personal collections and library support books. By collecting books privately or being good library visitors and being able to use them well, chances are that one's learning achievements will increase. The high culture is fond of reading, resulting in increased interest in reading. The purpose of the study is to know the impact of the reading habits and collection of books on student learning achievements at the STAKPN campus Ambon. The influence of the reading and collection of books on STAKPN Ambon student learning Achievement in tests using existing regression, and begins with knowing the size of the variable donation habits (X1) and book Collection (X2) to variables Learning achievement (Y) is seen that the value of KP = 57%, meaning that the reading habits and books collection gave the contribution to the learning achievement of STAKPN Ambon students by 57% and the remaining 43% is determined by other variablesKeyword: Reading habits, book collections, Learning Achievements

Professional Reading Habits of Pharmacists Attending 2 Educational Seminars in New York City

2012 ◽  
Vol 25 (6) ◽  
pp. 600-605 ◽  
Author(s):  
Joseph P. Nathan ◽  
Sara Grossman
Keyword(s):  
United States ◽  
New York ◽  
New York City ◽  
Pilot Study ◽  
York City ◽  
The United States ◽  
Reading Rate ◽  
Reading Habits ◽  
Reading Professional ◽  
Professional Reading

Purpose: Data regarding the professional reading habits of pharmacists in the United States are lacking. The purpose of this pilot study was to investigate whether pharmacists read professional publications and assess other aspects of their professional reading habits. Methods: In December 2010, surveys were distributed to pharmacists participating in 2 educational seminars in New York City. The main outcome measures were percentages of pharmacists who read regularly (at least monthly), specific publications read, and the perceived value and impact of reading. Results: A total of 184 pharmacists were surveyed. Of the 122 (66%) respondents, 112 (92%) reported reading professional publications regularly. Of these, 97 (87%) indicated the titles read, with the 4 publications reported most frequently being Drug Topics (n = 73; 75%), Pharmacy Times (n = 67; 69%), US Pharmacist (n = 60; 62%), and Pharmacist’s Letter (n = 48; 49%). All 122 respondents indicated that reading positively impacted their practice, and 121 (99%) reported that reading was important. Conclusions: The value of reading professional publications was recognized by surveyed pharmacists; this likely contributed to the high reading rate reported in this study.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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