On Becoming More Clear: A Research Review With Clues to Instructors

1987 ◽  
Vol 13 (4) ◽  
pp. 394-397
Author(s):  
Donald R. Cruickshank ◽  
William D. Armaline
Keyword(s):  
Health Care ◽  
Student Achievement ◽  
Student Outcomes ◽  
Research Review ◽  
Improving Instruction ◽  
Teacher Clarity ◽  
Compare And Contrast ◽  
Diabetes Educators

This paper reviews research that shows significant links between specific teacher clarity behaviors and student achievement and satisfaction. Behaviors found to be most significantly related to student outcomes of interest are presented, possible instruments for assessing clarity are suggested, and appropriate applications of the research are discussed. While diabetes educators should attend to the results, they should compare and contrast their own situations with those described. The authors believe that knowledge of what has been learned about teacher clarity can be most useful in improving instruction in health care.

scholarly journals Evaluation of software tools supporting outcomes-based continuous program improvement processes: Part 2

2015 ◽  
Author(s):  
Jake Kaupp ◽  
Brian Frank
Keyword(s):  
Student Outcomes ◽  
Software Tools ◽  
Development Project ◽  
Program Improvement ◽  
Curriculum Planning ◽  
Management Systems ◽  
Curriculum Mapping ◽  
E Learning ◽  
Data Informed ◽  
Compare And Contrast

The Canadian engineering accreditationboard (CEAB) mandate tasked each engineering programto assess student outcomes in the form of graduateattributes and develop a data-informed continuousprogram improvement stemming from those assessments.Administering, collecting and organizing the breadthassessment data is an extensive process, typicallycentralized through the use of software tools such aslearning management systems (LMS), contentmanagement systems (CMS), Assessment Platforms (AP)and Curriculum Planning & Mapping tools. Thesesystems serve a variety of roles, ranging from coursecontent delivery, e-learning, distance education, learningoutcomes assessment, outcomes data management andlearning outcomes analytics. Vendors have beendeveloping various solutions to accommodate the shifttowards outcomes based assessment as part of acontinuous improvement process.This paper will continue where the original paperpresented at CEEA 2013 left off. It will introduce the newclassifications of tools, how well each tool aligns with theEGAD (Engineering Graduate Attribute Development)project 5-step process and compare and contrast softwaretools supporting outcomes based assessment as part of acontinuous improvement process such as Chalk & Wire,Atlas Curriculum Mapping, Entrada, CoursePeer andother systems.

scholarly journals Cooperative Learning in Industrial-sized Biology Classes

2007 ◽  
Vol 6 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Norris Armstrong ◽  
Shu-Mei Chang ◽  
Marguerite Brickman
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Student Outcomes ◽  
Learning Activities ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Large Classes ◽  
Course Material ◽  
Large Enrollment ◽  
The Impact

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Sijia Zhang ◽  
Keyword(s):  
Student Achievement ◽  
Parental Involvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Student Outcomes ◽  
Positive Influence ◽  
Reading Literacy ◽  
School Leadership Practices ◽  
Mathematics And Science ◽  
Combined Data

This study examined how school leadership, parental involvement, disciplinary climate can collectively impact students' perceptions on reading and student achievement. The sample was obtained from the combined data of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) 2011 package. School leadership is believed to have a positive indirect impact on student achievement through the influence of other mediating variables. It was hypothesized that the more time principals spend on accomplishing school leadership practices, the greater the degree of parental involvement and disciplinary climate, thus higher levels of students' perceptions on reading and better student achievement. The results indicated the school leadership did have an indirect positive influence on student outcomes (students' perception on reading, and student achievement.

scholarly journals The Use of Language in Diabetes Care and Education

2017 ◽  
Vol 43 (6) ◽  
pp. 551-564 ◽  
Author(s):  
Jane K. Dickinson ◽  
Susan J. Guzman ◽  
Melinda D. Maryniuk ◽  
Catherine A. O’Brian ◽  
Jane K. Kadohiro ◽  
...  
Keyword(s):  
Health Care ◽  
Diabetes Care ◽  
Health Care Professionals ◽  
General Public ◽  
American Diabetes Association ◽  
American Association ◽  
Task Force ◽  
Strong Impact ◽  
Research Questions ◽  
Diabetes Educators

Language is powerful and can have a strong impact on perceptions as well as behavior. A task force, consisting of representatives from the American Association of Diabetes Educators and the American Diabetes Association, convened to discuss language in diabetes care and education. The literature supports the need for a language movement in diabetes care and education. There are effective ways of communicating about diabetes. This article provides recommendations for language used by health care professionals and others when discussing diabetes through spoken or written words, whether directed to people with diabetes, colleagues, or the general public, as well as research questions related to language and diabetes.

Words and Meaning: A Cautionary Tale for Diabetes Educators

1990 ◽  
Vol 16 (2) ◽  
pp. 117-122 ◽  
Author(s):  
Robertm. Anderson ◽  
Michael B. Donnelly
Keyword(s):  
Health Care ◽  
Cautionary Tale ◽  
Attitude Survey ◽  
Assessment And Evaluation ◽  
Evaluation Instruments ◽  
Patients With Diabetes ◽  
Initial Survey ◽  
The Impact ◽  
Diabetes Educators ◽  
Technical Terms

The authors developed a Diabetes Attitude Survey (DAS) to measure the attitudes of health care profes sionals toward diabetes. After examining the results of an initial survey using the DAS, the authors felt that it would be useful to know something about the attitudes of patients regarding these same diabetes-related issues. The DAS was reworded to eliminate technical terms and to make it appropriate for patients with diabetes. To assess the impact of these wording changes, both versions of the DAS were sent to a sample ofphysicians, nurses, and dietitians. The wording changes produced changes in scores on the majority of the items that had been modified. The paper discusses some of the reasons for the changed scores and the impact of modifying the wording of assessment and evaluation instruments.

Development of a DiaBEATes Nurse Champion Program

2009 ◽  
Vol 35 (5) ◽  
pp. 713-726 ◽  
Author(s):  
Nadine Uplinger ◽  
Marian C. Turkel ◽  
Patricia C. Adams ◽  
Debra Nelson-Slemmer ◽  
Susan Pierce
Keyword(s):  
Health Care ◽  
Diabetes Management ◽  
Treatment Options ◽  
Educational Practice ◽  
Outcome Data ◽  
Direct Care ◽  
Inadequate Knowledge ◽  
Care Workers ◽  
Qualitative Responses ◽  
Diabetes Educators

Purpose This article shares an innovative educational practice for increasing the knowledge base of direct-care registered nurses related to diabetes management. Outcome data include quantitative analysis of test scores, qualitative responses of changes in practice, and participation in monthly diabetes resource meetings. Conclusion Diabetes educators will find the DiaBEATes Nurse Champion program useful for structuring educational programs within various practice settings. The case studies are useful tools for evaluating specific application of diabetes knowledge. Background The nearly 24 million people with diabetes strain the health care system in terms of resources and health care dollars. According to the American Diabetes Association (ADA) a hospital stay for a patient with diabetes costs almost 3 times the stay of a patient without diabetes.1 The higher costs associated with caring for a patient with diabetes is partly attributed to inadequate knowledge regarding current diabetes treatment options and the failure of some health care workers to accept professional responsibility for diabetes management. 2,3

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