BRIDGING ACADEMIC KNOWLEDGE AND PROFESSIONAL PRACTICE THROUGH A STRUCTURED INTERNSHIP PROGRAM

The elaboration of educational products/processes as a result of the dissertation of a Post-Graduation Program (professional modality) is primordial for the improvement of Brazilian education, bringing academic knowledge closer to the needs of society. Therefore, the present research investigates how the knowledge generated by a professional Post-Graduate Program (PGP) in the Teaching Area of a public University in Pará has been disseminated, identifying which regions of Brazil and the world are interested in these educational products/processes. For this, a documentary research was conducted with the analysis of these educational products/processes produced in the quadrennium 2017/2020, made available on the PGP website and on the eduCAPES Platform. Data collected: the type of educational product/process; number of downloads, viewing ranking by country and city (further arranged in geographic regions). It was found that the analyzed production was visualized in the European, American and Asian continents; and in the countries Brazil, United States and Ukraine; in Brazil the largest number of accesses is from the Southeast region. The most viewed products were educational games. In this context, the dissemination of academic production is vital to meet the demands of society and of teachers/researchers, helping in the solution of everyday problems and professional practice. So, making the products/processes accessible by making them available not only in open access platforms but also in other social media. Present the products in other languages for greater global reach.

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Mapping Research in Landscape Architecture: Balancing Supply of Academic Knowledge and Demand of Professional Practice

Eurasia Journal of Mathematics Science and Technology Education ◽

10.12973/eurasia.2017.00751a ◽

2017 ◽

Vol 13 (7) ◽

Author(s):

Zheng Chen ◽

Patrick A. Miller ◽

Terry L. Clements ◽

Mintai Kim

Keyword(s):

Professional Practice ◽

Landscape Architecture ◽

Academic Knowledge

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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Scientifically Based Professional Practice

ASHA Leader ◽

10.1044/leader.ftp.13162008.26 ◽

2008 ◽

Vol 13 (16) ◽

pp. 26-27 ◽

Cited By ~ 1

Author(s):

Kate Gottfred

Keyword(s):

Professional Practice

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Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig9.3 ◽

2017 ◽

Vol 2 (9) ◽

pp. 3-9 ◽

Cited By ~ 3

Author(s):

Kristina M. Blaiser ◽

Mary Ellen Nevins

Keyword(s):

Young Children ◽

Professional Practice ◽

Hard Of Hearing ◽

Service Providers ◽

Interprofessional Collaboration ◽

The Self ◽

Self Awareness ◽

Collaborative Practices ◽

Interprofessional Teams ◽

Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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