Effective Instruction: Critical Components of Teaching

1986 ◽  
Vol 19 (1) ◽  
pp. 46-47 ◽  
Author(s):  
Ellen Peters ◽  
John Lloyd
2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.


2003 ◽  
Vol 1 (2) ◽  
pp. 208-222 ◽  
Author(s):  
Georgia N. L. Johnston

Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.


Author(s):  
Gabriela Lima Silva ◽  
Mateus Coutinho Moraes ◽  
Miguel Ângelo Menezes

Alloy Digest ◽  
1978 ◽  
Vol 27 (11) ◽  

Abstract UDIMET 718 is a nickel-base alloy that is precipitation hardenable. It exhibits exceptionally high yield strength up to 1300 F, excellent cryogenic properties down to -423 F and superior weldability even in the fully-aged condition. This unusual combination of characteristics makes it suitable for elevated-temperature applications in gas turbines and in critical components for missiles. This datasheet provides information on composition, physical properties, elasticity, and tensile properties as well as creep. It also includes information on forming, heat treating, machining, joining, and surface treatment. Filing Code: Ni-258. Producer or source: Special Metals Corporation.


2020 ◽  
Author(s):  
René Noël ◽  
Carla Taramasco ◽  
Gastón Márquez

BACKGROUND Evaluating Health Information System (HIS) quality is strategically advantageous for improving patient care quality. Nevertheless, there is little research evidence identifying and describing what standards, processes, and tools are used to evaluate HIS quality. OBJECTIVE This study aims to illustrate, detail, and discuss the current scenario regarding the standards, norms, processes, and tools used to evaluate HIS quality. METHODS We conduct a systematic literature review (SLR) using review guidelines focused on software and systems. We examined seven electronic databases (Scopus, ACM, ScienceDirect, Google Scholar, IEEE Xplorer, the Web of Science and PubMed) to search and select primary studies. Three researchers and three collaborators participated in the review and quality assessment process of the studies. RESULTS We identified 17 primary studies that have been published in journals and conferences. We found that most of the primary studies address quality evaluation from a management perspective. Second, there is little explicit and pragmatic evidence on the processes and tools that allow evaluation of HIS quality. CONCLUSIONS To promote quality evaluation of HISs, it is necessary to define mechanisms and methods that operationalize the standards and norms of HISs. Additionally, it is necessary to create metrics that measure the quality of the most critical components and processes of HISs. CLINICALTRIAL Does not apply to our study


2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.


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