A Teacher Training Model: The Resource/Consulting Teacher

1981 ◽  
Vol 6 (2) ◽  
pp. 108-121 ◽  
Author(s):  
Lorna Idol-Maestas
Keyword(s):  
Training Model ◽  
Instructional Systems ◽  
Student Management ◽  
Regular Class ◽  
Intent To Return ◽  
Direct Data ◽  
Based Instruction ◽  
The University ◽  
Consultation Services ◽  
Regular Classes

The model for the training of a Resource/Consulting Teacher (R/CT) at the University of Illinois is offered. R/CT's provide direct, data-based instruction in resource settings, with a planned intent to return students to regular classes. The regular class curriculum is used for instruction. R/CT's also provide consultation services to regular class teachers. The major types of consultation are: (1) systematically transferring students back to regular class; (2) offering support to regular class teachers who have students in regular class with academic and social behavior problems and; (3) assisting parents with home reinforcement and instructional systems. R/CT's share observation, student management and recording skills through an applied behavior analysis framework. Examples of data-based consultation projects that have been implemented by R/CT's in colloboration with regular class teachers are included.

Implementation of the Dual Training Model at the University of Veracruz

2020 ◽  
Author(s):  
A. Gazca Herrera Luis ◽  
E. Gasca Herrera Angel ◽  
E. Morales Martinez Martha ◽  
Hernandez Lozano Minerva ◽  
Culebro Castillo Karina
Keyword(s):  
Training Model ◽  
The University

Training in Pathology Informatics: Implementation at the University of Pittsburgh

2003 ◽  
Vol 127 (8) ◽  
pp. 1019-1025 ◽  
Author(s):  
James H. Harrison ◽  
Jimmie Stewart
Keyword(s):  
Training Model ◽  
Course Evaluation ◽  
Skill Level ◽  
Full Time ◽  
University Of Pittsburgh ◽  
Pathology Informatics ◽  
Informatics Training ◽  
Desktop Computing ◽  
Core Rotation ◽  
The University

Abstract Context.—Pathology informatics is generally recognized as an important component of pathology training, but the scope, form, and goals of informatics training vary substantially between pathology residency programs. The Training and Education Committee of the Association for Pathology Informatics (API TEC) has developed a standard set of knowledge and skills objectives that are recommended for inclusion in pathology informatics training and may serve to standardize and formalize training programs in this area. Objective.—The University of Pittsburgh (Pittsburgh, Pa) core rotation in pathology informatics includes most of these goals and is offered as an implementation model for pathology informatics training. Design.—The core rotation in pathology informatics is a 3-week, full-time rotation including didactic sessions and hands-on laboratories. Topics include general desktop computing and the Internet, but the primary focus of the rotation is vocabulary and concepts related to enterprise and pathology information systems, pathology practice, and research. The total contact time is 63 hours, and a total of 19 faculty and staff contribute. Pretests and posttests are given at the start and end of the rotation. Performance and course evaluation data were collected for 3 years (a total of 21 residents). Results.—The rotation implements 84% of the knowledge objectives and 94% of the skills objectives recommended by the API TEC. Residents scored an average of about 20% on the pretest and about 70% on the posttest for an average increase during the course of 50%. Posttest scores did not correlate with pretest scores or self-assessed computer skill level. The size of the pretest/posttest difference correlated negatively with the pretest scores and self-assessed computing skill level. Conclusions.—Pretest scores were generally low regardless of whether residents were familiar with desktop computing and productivity applications, indicating that even residents who are computer “savvy” have limited knowledge of pathology informatics topics. Posttest scores showed that all residents' knowledge increased substantially during the course and that residents who were computing novices were not disadvantaged. In fact, novices tended to have higher pretest/posttest differences, indicating that the rotation effectively supported initially less knowledgeable residents in “catching up” to their peers and achieving an appropriate competency level. This rotation provides a formal training model that implements the API TEC recommendations with demonstrated success.

scholarly journals Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

2020 ◽  
Vol 1 (1) ◽  
pp. 75-85
Author(s):  
Samantha Jordan ◽  
Christopher Stripling ◽  
Christopher Boyer ◽  
Carrie Stephens ◽  
Nathan Conner
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Academic Efficacy ◽  
College Of Agriculture ◽  
Traditional Lecture ◽  
Future Success ◽  
Cognitive Levels ◽  
Colleges Of Agriculture ◽  
Based Instruction ◽  
The University

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.  

scholarly journals MODEL PEMBELAJARAN PEER GROUP UNTUK PENINGKATAN KEMANDIRIAN BELAJAR MAHASISWA

2011 ◽  
Vol 24 (XV) ◽  
pp. 113-127
Author(s):  
Anan Sutisna
Keyword(s):  
University Students ◽  
Learning Strategy ◽  
Peer Group ◽  
Instructional Model ◽  
Learning Networks ◽  
Research Findings ◽  
Based Instruction ◽  
Main Ideas ◽  
The University ◽  
Self Learning

The purpose of this research is to unveil the instructional model which can strengthen the self-learning competence of the university students. A peer group instructional model is choosen as the alternative model to develop. The research findings indicate that (1) the university students’ learning tends to be textbook centered based instruction and does not motivate the students to develop their learning strategy, (2) peer group instructional model can improve the students’ competence in self-learning, formulating the objectives, planning the strategy, utilizing learning resources, using media, comprehending the main ideas in the learning materials, exposing ideas, understanding learning networks, and measuring learning achievement.

scholarly journals Assessing Muslim Higher Education and Training Institutions (METIs) and Islamic Studies Provision in Universities in Britain: An Analysis of Training Provision for Muslim Religious Leadership after 9/11

Religions ◽  
2019 ◽  
Vol 10 (11) ◽  
pp. 623
Author(s):  
Jawad Shah
Keyword(s):  
Higher Education ◽  
Training Model ◽  
Education And Training ◽  
Religious Leaders ◽  
Religious Leadership ◽  
Islamic Studies ◽  
Alternative Approach ◽  
Training Institutions ◽  
The University ◽  
And Training

The training of Imams and Muslim religious leaders has received much interest in the post-9/11 era, resulting in a vast amount of research and publications on the topic. The present work explores this literature with the aim of analysing key debates found therein. It finds that throughout the literature there is a pervasive demand for reform of the training and education provided by Muslim higher education and training institutions (METIs) and Islamic studies programmes at universities in the shape of a synthesis of the two pedagogic models. Such demands are founded on the claim that each is lacking in the appositeness of its provision apropos of the British Muslim population. This article calls for an alternative approach to the issue, namely, that the university and the METI each be accorded independence and freedom in its pedagogic ethos and practice (or else risk losing its identity), and a combined education from both instead be promoted as a holistic training model for Muslim religious leadership.

Faculty Workshop on Using Instructional Technologies and Satellite Data for College-Level Education in the Atmospheric and Earth Sciences

1998 ◽  
Vol 79 (10) ◽  
pp. 2153-2160 ◽  
Author(s):  
Melanie Wetzel ◽  
David Dempsey ◽  
Sandra Nilsson ◽  
Mohan Ramamurthy ◽  
Steve Koch ◽  
...  
Keyword(s):  
Satellite Remote Sensing ◽  
College Level ◽  
Instructional Technologies ◽  
Web Based ◽  
Hands On ◽  
Computer Based ◽  
Subject Areas ◽  
Based Instruction ◽  
The University ◽  
Faculty Workshop

An education-oriented workshop for college faculty in the atmospheric and related sciences was held in Boulder, Colorado, during June 1997 by three programs of the University Corporation for Atmospheric Research. The objective of this workshop was to provide faculty with hands-on training in the use of Web-based instructional methods for specific application to the teaching of satellite remote sensing in their subject areas. More than 150 faculty and associated scientists participated, and postworkshop evaluation showed it to have been a very successful integration of information and activities related to computer-based instruction, educational principles, and scientific lectures.

Factors Affecting Computer-Mediated Instruction in Medical Education

1989 ◽  
Vol 28 (04) ◽  
pp. 215-222 ◽  
Author(s):  
A. Levy
Keyword(s):  
Medical Education ◽  
Computer Technology ◽  
Information Technologies ◽  
University Of Illinois ◽  
Factors Affecting ◽  
Computer Mediated ◽  
Computer Based ◽  
Based Instruction ◽  
Major Factors ◽  
The University

Abstract:Although computer technology has progressed rapidly in the last decade, the use of computer mediated instruction as an adjunct to medical education has made only limited progress. This paper will attempt to analyze some of the major factors bearing on this limitation, will review those areas where computer based´instruction is potentially of greatest use, and will suggest means by which medical education can make greater use of the rapidly evolving information technologies. The Medical PLATO project at the University of Illinois will be used as an example to illustrate many of the points relating to the development of this field.

scholarly journals Qian Xuesen's ‘Cultural Design’ and the Development of Engineering Science at the University of Science and Technology of China

2018 ◽  
Vol 1 (2) ◽  
pp. 133-153
Author(s):  
Yumei Tang ◽  
Yun Zhu
Keyword(s):  
Science And Technology ◽  
Training Model ◽  
Engineering Science ◽  
Scientific Culture ◽  
Cultural Elements ◽  
Cultural Design ◽  
Research Platform ◽  
The University ◽  
Initial Concept

Engineering science at the University of Science and Technology of China (USTC) is hosted by its School of Engineering Science. From the perspective of scientific culture, this article examines Qian Xuesen's initial concept of engineering science and the formation of the discipline's cultural elements at USTC, such as institute–department integration (research–teaching integration), the training model, its emphasis on practice and its development as a research platform.

Expanding Ambulatory Care Pharmacy Residency Education Through a Multisite University-Affiliated Model

2017 ◽  
Vol 30 (6) ◽  
pp. 643-649 ◽  
Author(s):  
Sarah K. Schweiss ◽  
Sarah M. Westberg ◽  
Jean Y. Moon ◽  
Todd D. Sorensen
Keyword(s):  
Ambulatory Care ◽  
Residency Training ◽  
Residency Program ◽  
Clinical Training ◽  
Medication Management ◽  
Training Model ◽  
University Of Minnesota ◽  
Payment Systems ◽  
And Shifts ◽  
The University

Introduction: As the health-care system evolves and shifts to value-based payment systems, there is a recognized need to increase the number of ambulatory care trained pharmacists. Objective: The objective of this article is to describe the administrative structure of the University of Minnesota Postgraduate Year 1 (PGY1) Pharmacy Residency program and to encourage adoption of similar models nationally in order to expand ambulatory care residency training opportunities and meet the demand for pharmacist practitioners. Program Structure: The University of Minnesota PGY1 Pharmacy Residency program is a multisite program centered on the practice of pharmaceutical care and provision of comprehensive medication management (CMM) services in ambulatory care settings. The centralized administration of a multisite academic-affiliated training model creates efficiency in the administration process, while allowing sites to focus on clinical training. This model also offers many innovative and unique opportunities to residents. Conclusion: A multisite university-affiliated ambulatory care residency training model provides efficiency in program administration, while successfully accelerating the growth of quality ambulatory care residency training and supporting innovative delivery of shared core learning experiences. Consequently, practice sites grow in their service delivery capacity and quality of care.

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