A pathway to teaching for paraprofessionals of color

2021 ◽  
Vol 103 (3) ◽  
pp. 17-21
Author(s):  
Laura Delgado ◽  
Kristin Baese ◽  
Ally Hauptman
Keyword(s):  
Students Of Color ◽  
Full Time ◽  
Graduate Courses ◽  
Lead Teachers ◽  
Potential Source ◽  
Racial Background ◽  
Need Support ◽  
Mentoring Support ◽  
Time Lead

Research has shown that students of color benefit from having teachers who share their racial background. The paraprofessionals and education assistants currently working in schools represent one potential source of such teachers. Many of them are committed to schools and students but need support to obtain a teaching license. Laura Delgado, Kristin Baese, and Ally Hauptman describe a program for helping these paraprofessionals become full-time lead teachers by taking graduate courses while continuing to work as assistants and receiving mentoring support as they move through the licensure process.

Paper 2: Training in Engineering Practice in an Engineering Firm of Medium Size

1966 ◽  
Vol 181 (13) ◽  
pp. 16-21
Author(s):  
J. Finnigan ◽  
R. A. C. Woodward
Keyword(s):  
Training Programme ◽  
Medium Size ◽  
Engineering Practice ◽  
Full Time ◽  
Graduate Courses ◽  
Industrial Training ◽  
Professional Engineer ◽  
Hydraulic Machinery ◽  
Adequate Supervision ◽  
Engineering Firm

The authors describe their approach to the training of potential professional engineers in an engineering firm of medium size manufacturing power plant, gearing, and hydraulic machinery. Facilities of design, manufacturing, research, installation and service, and marketing and selling departments are available. The training is controlled by a full-time Training Supervisor who is a professional engineer and a member of the company's training staff. After briefly referring to the recruiting and selection activities, the different training paths are described, which include two-year graduate courses and ‘thick’ and ‘thin’ sandwich courses. The training programme has three phases. The first covers basic workshop and manufacturing technology, the second covers general mechanical and organization training; and the third caters for specialist departments or directed objective training. Training Department activities, together with projects, industrial log books, and departmental reports, are described and discussed. Ideas about examination of industrial training and relationships with college or university tutors are constructively criticized. The need for adequate supervision, assistance of professional engineers, flexibility of approach, and a desire to try experiments are emphasized.

From Connection to Distance

2016 ◽  
Vol 46 (1) ◽  
pp. 51-80 ◽  
Author(s):  
Charles Vanover
Keyword(s):  
Public Schools ◽  
Beginning Teachers ◽  
Elementary School Teachers ◽  
Students Of Color ◽  
Chicago Public Schools ◽  
Full Time ◽  
Social Forces ◽  
Arts Based Research ◽  
The Social ◽  
Inner Dialogue

This autoethnography describes the process of inquiry that led to the development of a series of ethnodramas that evoke teachers’ experience in the Chicago Public Schools (CPS). I discuss the methods I used to conduct a set of interviews with two groups of elementary school teachers in CPS: beginning teachers who had never worked a classroom as a full-time job and accomplished teachers who spent many years of their lives teaching students of color. I discuss the use of arts-based research methods to engage with these data, and I describe the interpretive journey I undertook as I wrote and produced ethnodramas about CPS teachers’ experience. A major dilemma for my analysis was communicating the structural inequalities that shaped the teachers’ narratives, particularly the Chicago system’s inability to create working conditions necessary to support the retention and professional development of teachers in the city’s high poverty schools. I describe how the conversation and inner dialogue generated by arts-based methods helped me recognize different patterns within the data, and inspired me to reframe my interpretation. In the conclusion, I discuss the limits of my approach as a researcher and an artist. Excerpts from two playscripts are woven throughout the article to convey the commitment that guided the teachers’ work and to evoke the social forces that shaped life in their classrooms.

Faculty Response Rates to a Request for Information for a Study of Salary

1984 ◽  
Vol 54 (3) ◽  
pp. 883-886
Author(s):  
Faye Dambrot ◽  
Mary Adley-Nemeth ◽  
Susan Martin ◽  
Ralph A. Alexander
Keyword(s):  
Response Rates ◽  
Faculty Members ◽  
Full Time ◽  
State University ◽  
Graduate Courses ◽  
Consent Rate ◽  
Faculty Salaries ◽  
Professional Activities ◽  
System A ◽  
Mail System

A study of faculty was conducted at a state university to investigate response rates to a request for information relevant to faculty salaries. Faculty members were asked to sign an authorization form to release information from their personnel file and to submit a current resume that included professional activities. Only 25.5% of all 707 full-time faculty members agreed to release information from their personnel files, 14% refused, and 60.5% did not respond to two separate requests sent through a campus mail system. A higher refusal rate and lower consent rate was found among non-tenured instructors with fewer years of service who were not eligible to teach graduate courses. Faculty members who belonged to the organization which sponsored the salary study had a higher consent rate.

scholarly journals The financial contribution of the multiple sclerosis specialist

2017 ◽  
Vol 7 (3) ◽  
pp. 246-255 ◽  
Author(s):  
Joseph R. Berger
Keyword(s):  
Multiple Sclerosis ◽  
Institutional Support ◽  
Full Time ◽  
Full Time Equivalent ◽  
Diagnostic Studies ◽  
Potential Source ◽  
Disease Modifying Therapies ◽  
Net Revenue ◽  
Disease Modifying ◽  
Using Data

AbstractPurpose of review:To examine the financial effect of the multiple sclerosis (MS) specialist on the academic health center (AHC).Recent findings:Using data derived from an academic MS center with respect to patient numbers and practice pattern regarding diagnostic studies and disease-modifying therapies (DMT) coupled with reasonable assumptions regarding the profit margin for tests and treatments, 1 full-time MS specialist (1 clinical full-time equivalent [cFTE]) may annually generate downstream revenue exceeding $8,000,000. If all diagnostic studies and therapies were obtained at the facility, the potential revenue generated for the facility can exceed $25,000,000 per 1 cFTE. These calculations do not include the professional net revenue generated by referrals to other professionals.Summary:With current models of reimbursement for health care, the MS specialist provides an enormous potential source of revenue for the AHC. This information is critically important in obtaining institutional support for the provision of labor-intensive MS care.

How might we best support the effective and meaningful employment of autistic people and improve outcomes?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Carl Cameron ◽  
Abbey Townend
Keyword(s):  
Autism Spectrum ◽  
Early Career ◽  
Full Time ◽  
Job Seekers ◽  
Content Type ◽  
Paid Employment ◽  
Autistic People ◽  
Autistic Adults ◽  
The Uk ◽  
Mentoring Support

Purpose To determine the most appropriate and effective support to enable autistic people to gain and maintain employment in their chosen field. This paper aims to determine this and by which methods are most suitable for this kind of support, with a focus on mentoring. Design/methodology/approach Mentoring is an intervention that has shown promise in assisting people who encounter barriers in finding work (for example, Roycroft, 2014). This research was conducted to determine whether the mentoring of autistic adults is effective in helping them to gain and maintain employment. The study examined the mentoring records of 90 autistic adults who were in receipt of funded mentoring with 18 separate organisations across England. Findings The authors found that the nationally recognised statistic of autistic people in full-time employment as 16% (National Autistic Society, 2016) was ambitious and subject to regional variation. Based on the results of a programme providing employment and mentoring support that is available and accessible to autistic people, however, outcomes improve and employment is more likely to be achieved and maintained – including in areas of, especially low employment. It was found that 48% of autistic job seekers who were supported by specialist mentors found paid employment (full-time or part-time), demonstrating a 16% increase in paid employment between those who received mentoring support and those who did not. Research limitations/implications A wider study across the UK would first determine if the nationally recognised figure is incorrect and also highlight those areas of the country which perform particularly well or badly. Originality/value This paper believes that this is the only research of it is kind in the UK and that it is a springboard for others who have greater resources available to them. This study is two very early-career academics on the autism spectrum with limited resources available to us.

How SIMS microscopy can be used in medicine

1992 ◽  
Vol 50 (2) ◽  
pp. 1602-1603
Author(s):  
Philippe Fragu
Keyword(s):  
Mass Spectrometry ◽  
Biomedical Applications ◽  
Secondary Ion Mass Spectrometry ◽  
Chemical Elements ◽  
Biological Applications ◽  
The Past ◽  
Potential Source ◽  
Secondary Ion ◽  
Chemical Integrity ◽  
Scientific Endeavour

The identification, localization and quantification of intracellular chemical elements is an area of scientific endeavour which has not ceased to develop over the past 30 years. Secondary Ion Mass Spectrometry (SIMS) microscopy is widely used for elemental localization problems in geochemistry, metallurgy and electronics. Although the first commercial instruments were available in 1968, biological applications have been gradual as investigators have systematically examined the potential source of artefacts inherent in the method and sought to develop strategies for the analysis of soft biological material with a lateral resolution equivalent to that of the light microscope. In 1992, the prospects offered by this technique are even more encouraging as prototypes of new ion probes appear capable of achieving the ultimate goal, namely the quantitative analysis of micron and submicron regions. The purpose of this review is to underline the requirements for biomedical applications of SIMS microscopy.Sample preparation methodology should preserve both the structural and the chemical integrity of the tissue.

Age at Full-Time Use Predicts Language Outcomes Better Than Age of Surgery in Children Who Use Cochlear Implants

2019 ◽  
Vol 28 (4) ◽  
pp. 986-992 ◽  
Author(s):  
Lisa R. Park ◽  
Erika B. Gagnon ◽  
Erin Thompson ◽  
Kevin D. Brown
Keyword(s):  
Cochlear Implants ◽  
Time Use ◽  
Expressive Language ◽  
Normal Hearing ◽  
Full Time ◽  
Language Outcomes ◽  
Age At Surgery ◽  
Device Placement ◽  
Device Use ◽  
Better Than

Purpose The aims of this study were to (a) determine a metric for describing full-time use (FTU), (b) establish whether age at FTU in children with cochlear implants (CIs) predicts language at 3 years of age better than age at surgery, and (c) describe the extent of FTU and length of time it took to establish FTU in this population. Method This retrospective analysis examined receptive and expressive language outcomes at 3 years of age for 40 children with CIs. Multiple linear regression analyses were run with age at surgery and age at FTU as predictor variables. FTU definitions included 8 hr of device use and 80% of average waking hours for a typically developing child. Descriptive statistics were used to describe the establishment and degree of FTU. Results Although 8 hr of daily wear is typically considered FTU in the literature, the 80% hearing hours percentage metric accounts for more variability in outcomes. For both receptive and expressive language, age at FTU was found to be a better predictor of outcomes than age at surgery. It took an average of 17 months for children in this cohort to establish FTU, and only 52.5% reached this milestone by the time they were 3 years old. Conclusions Children with normal hearing can access spoken language whenever they are awake, and the amount of time young children are awake increases with age. A metric that incorporates the percentage of time that children with CIs have access to sound as compared to their same-aged peers with normal hearing accounts for more variability in outcomes than using an arbitrary number of hours. Although early FTU is not possible without surgery occurring at a young age, device placement does not guarantee use and does not predict language outcomes as well as age at FTU.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Monitoring Progress for Children with Hearing Loss

2014 ◽  
Vol 24 (2) ◽  
pp. 74-81
Author(s):  
Monica Weston ◽  
Karen F. Muñoz ◽  
Kristina Blaiser
Keyword(s):  
Hearing Loss ◽  
Hearing Aid ◽  
Full Time ◽  
Data Logging ◽  
Standardized Measures ◽  
Word Structure ◽  
Hearing Aid Use ◽  
Outcomes For Children ◽  
Language Measures ◽  
Children With Hearing Loss

Purpose This study investigated average hours of daily hearing aid use and speech-language outcomes for children age 3 to 6 years of age with hearing loss. Method Objective measures of hearing aid use were collected via data logging. Speech and language measures included standardized measures GFTA-2, CELF Preschool-2 and additional item analyses for the word structure subtest CELF Preschool-2 and the GFTA-2. Results Hearing aid use was full time for 33% of the children (n=3; M=8.84 hours; Range: 2.9–12.1) at the beginning of the study, and for 78% at the end of the study (n=7; M=9.89 hours; Range 2.6–13.2). All participants demonstrated an improvement in articulation and language standard scores and percentiles however continued to demonstrate areas of weakness in sounds high-frequency in nature. Conclusions Through early identification and fitting, children gain access to speech sounds. Both standardized measures and individual language analysis should be used to identify and support children with hearing loss in language and subsequent literacy development.

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