Evaluating Special Educator Effectiveness

2014 ◽  
Vol 80 (3) ◽  
pp. 323-336 ◽  
Author(s):  
Trisha D. Steinbrecher ◽  
James P. Selig ◽  
Joanna Cosbey ◽  
Beata I. Thorstensen
Author(s):  
D. J. Sullivan ◽  
S. Labby ◽  
A. Koptelov ◽  
S. L. Sullivan

The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.


2021 ◽  
Vol 53 (3) ◽  
pp. 176-177
Author(s):  
Kyena E. Cornelius ◽  
Wendy W. Murawski

1984 ◽  
Vol 50 (4) ◽  
pp. 361-366 ◽  
Author(s):  
Lawrence W. Marrs

Rural communities have a tradition of helping each other and of shared interdependence. The National Rural Independent Living Network is developing Community Independent Living Service Delivery Systems in over 500 communities by 1986. Strategies are provided for designing a volunteer program, recruiting and training volunteers, and linking volunteers with disabled persons.


2019 ◽  
Vol 10 (3) ◽  
pp. e17-26 ◽  
Author(s):  
Sheila Harms ◽  
Bryce Bogie ◽  
Anne Lizius ◽  
Karen Saperson ◽  
Susan Jack ◽  
...  

Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness.   Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?” Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research.


2018 ◽  
Vol 37 (2) ◽  
pp. 35-44 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Angela Crawford ◽  
Laura A. Moylan ◽  
Yuzhu Zheng

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