scholarly journals Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

2021 ◽  
pp. 1-12
Author(s):  
Emily Tarconish ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Ashley Taconet ◽  
Carl Coelho
Keyword(s):  
Postsecondary Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Brain Injuries ◽  
Disability Services ◽  
Future Research ◽  
Postsecondary Students ◽  
Education Professionals ◽  
Concussion Management ◽  
Rigorous Research

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

scholarly journals Teaching Academically Underprepared Postsecondary Students

2019 ◽  
Vol 43 (1) ◽  
pp. 363-393 ◽  
Author(s):  
Dolores Perin ◽  
Jodi Patrick Holschuh
Keyword(s):  
Developmental Education ◽  
Postsecondary Education ◽  
Strategy Instruction ◽  
The United States ◽  
Underprepared Students ◽  
Future Research ◽  
Postsecondary Students ◽  
Multiple Literacies ◽  
Academically Underprepared ◽  
Education Courses

Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.

scholarly journals Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

2016 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Lisa Ann Rapp-McCall ◽  
Victoria Anyikwa
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Methods Course ◽  
Personal Contact ◽  
Future Research ◽  
Active Learning Strategies

Research methods courses elicit more anxiety than usual for graduate social work students, and the online environment may pose an even greater challenge as the personal interaction between instructor and student is reduced or absent. It is therefore incumbent on research instructors to creatively engage students, reduce anxiety, and foster learning. There is a dearth of evidence, particularly regarding online education, explicating specific teaching strategies. This exploratory study sought to provide some answers. First-semester MSW students were invited to participate in a voluntary, anonymous, online survey at the end of a research methods course to determine which online teaching strategies were most effective in decreasing anxiety and increasing perception of knowledge. Strategies used in the class include asynchronous activities such as discussion questions, PowerPoint lectures, and email and telephone contact with instructors in addition to synchronous class sessions. Three tactics were rated by the 43 respondents as being most helpful for both decreasing anxiety and enhancing the perception of knowledge: personal contact with the instructor either via email, phone, and/or online meetings; the instructor’s synchronous class sessions; and active learning strategies employed during the synchronous class sessions. Implications for teaching and future research are discussed. 

scholarly journals Institutions of Opportunity: Using Presidents’ Narratives to Re-tell the Story of Public Regional Universities

10.28945/4167 ◽  
2018 ◽  
Vol 3 ◽  
pp. 117-134 ◽  
Author(s):  
Kevin R McClure
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Appreciative Inquiry ◽  
Low Income ◽  
Public Support ◽  
Future Research ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Regional Universities ◽  
Positive Core

Aim/Purpose: The purpose of this qualitative study was to provide an appreciative re-telling of public regional universities (PRUs) to advance the study of postsecondary education. Background: Journalists, scholars, and policymakers frequently describe PRUs from a deficit perspective. The dominant narrative about PRUs influences how we prepare new higher education professionals, where faculty and staff members opt to apply (and stay), where students choose to study, how policymakers craft legislation, and where donors decide to give money. Methodology: Guided by principles of appreciative inquiry, the study features organizational narratives through interviews with 19 active presidents of PRUs. Contribution: This study underscores what is working well at PRUs—what appreciative inquiry calls the “positive core” of organizations. This positive core can be mined to advance these organizations and improve how we study postsecondary education, prepare new higher education professionals, and craft legislation. Findings: Presidents’ narratives revealed the positive core of public regional universities, which consisted of (1) serving marginalized student populations, (2) transforming lives through student success, (3) employing mission-driven teacher-scholars, (4) prioritizing low tuition and lean management, and (5) promoting the economic and cultural welfare of the region. Recommendations for Practitioners: This study sheds light on the need to study PRUs in higher education administration graduate programs. Additionally, re-telling the story of PRUs can influence the ways in which higher education faculty members and staff think and communicate about their institutions by identifying possible strengths they can showcase and on which they can build. Recommendation for Researchers: This study calls on researchers to critically evaluate the language they use to describe PRUs and the extent to which they perpetuate the dominant narrative about these institutions. It also recommends the use of appreciative inquiry as a way to understand and enhance postsecondary education institutions. Lastly, this study recommends additional scholarly attention on PRUs. Impact on Society: This study can elevate societal awareness of PRUs and increase public support for them. Additionally, this study can help to identify strengths at PRUs that can be leveraged to enhance these institutions and benefit the communities they serve. Future Research: This study reveals several fruitful avenues for future research, including how PRUs serve Minoritized, veteran, adult, low-income, and first-generation students, the ways in which these institutions contain costs and keep tuition low, and the role of PRUs in the geography of college opportunity.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

scholarly journals Concussion in para sport: the first position statement of the Concussion in Para Sport (CIPS) Group

2021 ◽  
pp. bjsports-2020-103696
Author(s):  
Richard Weiler ◽  
Cheri Blauwet ◽  
David Clarke ◽  
Kristine Dalton ◽  
Wayne Derman ◽  
...  
Keyword(s):  
Consensus Statement ◽  
Assessment Tool ◽  
Return To Sport ◽  
Position Statement ◽  
Assessment Tools ◽  
Future Research ◽  
Concussion Management ◽  
Rule Changes ◽  
Specific Rule ◽  
And Performance

Concussion is a frequent injury in many sports and is also common in para athletes. However, there is a paucity of concussion research related to para sport, and prior International Concussion in Sport (CIS) consensus papers have not substantively addressed this population. To remedy this and to improve concussion care provided to para athletes, the concussion in para sport (CIPS) multidisciplinary expert group was created. This group analysed and discussed in-depth para athlete-specific issues within the established key clinical domains of the current (2017) consensus statement on CIS. Due to the onset of the COVID-19 pandemic, the group held all meetings by video conferencing. The existing Sport Concussion Assessment Tool 5 (SCAT5) for the immediate on-field and office-based off-field assessment of concussion was evaluated as part of this process, to identify any para athlete-specific concerns. Regular preparticipation and periodic health examinations are essential to determine a baseline reference point for concussion symptoms but pose additional challenges for the interpreting clinician. Further considerations for concussion management for the para athlete are required within the remove, rest, reconsider and refer consensus statement framework. Considering return to sport (RTS), the 2017 CIS consensus statement has limitations when considering the RTS of the para athlete. Case-by-case decision making related to RTS following concussion is imperative for para athletes. Additional challenges exist for the evaluation and management of concussion in para athletes. There is a need for greater understanding of existing knowledge gaps and attitudes towards concussion among athlete medical staff, coaches and para athletes. Future research should investigate the use and performance of common assessment tools in the para athlete population to better guide their clinical application and inform potential modifications. Concussion prevention strategies and sport-specific rule changes, such as in Para Alpine Skiing and Cerebral Palsy Football, also should be carefully considered to reduce the occurrence of concussion in para athletes.

scholarly journals Staying Home, Staying Alive: Campus Food Pantry Student Clients’ Experiences During the COVID-19 Pandemic

2021 ◽  
pp. 193672442110356
Author(s):  
Elmira Jangjou
Keyword(s):  
Coping Strategies ◽  
Thematic Analysis ◽  
Future Research ◽  
Postsecondary Students ◽  
Structured Interviews ◽  
Short Term ◽  
Income Loss ◽  
Food Pantry ◽  
Global Pandemic ◽  
Seeking Help

In response to students’ food insecurity, a number of colleges and universities have taken action and established campus food pantries as part of their intervention plans. However, many of these pantries ceased operation due to COVID-19 campus shutdowns. The purpose of this study is to illustrate the short-term impacts of the COVID-19 pandemic on postsecondary students, who use a university-provided food pantry. Drawing from semi-structured interviews with 12 participants, the thematic analysis explored the initial coping strategies these students used to endure the pandemic. Findings revealed that many students experienced the immediate effects of the pandemic in the form of income loss, self-isolation, anxiety, and appetite change. Although the pandemic interrupted these students’ journeys to continue their studies and become independent in various ways, the affected students implemented various coping strategies, including seeking help from family or friends, using available resources, cooking at home, and even trying to save money. However, considering that the targeted population in this study was already at risk because of their basic needs insecurity, these postsecondary students require extra attention from their higher education institutions in the case of emergencies, such as a global pandemic. In addition to its timely and relevant findings, this study provides important avenues for future research and intervention efforts.

scholarly journals A roadmap: Social distancing physical activity data collection to protect those with intellectual disabilities

2021 ◽  
pp. 174462952110096
Author(s):  
Whitley J Stone ◽  
Kayla M Baker
Keyword(s):  
Physical Activity ◽  
Data Collection ◽  
Intellectual Disabilities ◽  
Research Methods ◽  
Virus Transmission ◽  
Future Research ◽  
Activity Data ◽  
Physical Activity Data ◽  
Social Distancing ◽  
Novel Coronavirus

The novel coronavirus may impact exercise habits of those with intellectual disabilities. Due to the mandated discontinuation of face-to-face research, investigators must adapt projects to protect all involved while collecting objective physical activity metrics. This brief report outlines a modification process of research methods to adhere to social distancing mandates present during COVID-19. Actions taken included electronic consent and assent forms, an electronic survey, and mailing an accelerometer with included instructions. The amended research methods were implemented without risk for virus transmission or undue burden on the research team, participant, or caregiver. Recruitment was likely impacted by the coronavirus-mediated quarantine, plausibly resulting in bias. Objective physical activity data collection can be sufficiently modified to protect those with intellectual disabilities and investigators. Future research designs may require greater participant incentives and the creation of in-home participation.

A Critical Appraisal of 25 Years of Research About Fashion Adoption Groups

2017 ◽  
Vol 35 (4) ◽  
pp. 249-271 ◽  
Author(s):  
Jane E. Workman ◽  
Seung-Hee Lee
Keyword(s):  
Research Methods ◽  
Critical Appraisal ◽  
Future Research

A critical appraisal of 52 articles about fashion adoption groups published from 1989 to 2013 was presented in this article. Objectives were to evaluate use of theories/models, demographics, research methods, and terms denoting fashion adoption groups. Information was compiled and organized to present a broad, updated, and more complete view of fashion adoption. Gaps and shortcomings were uncovered that provided ideas for future research. Detection of a variety of both theoretical and operational terminology and definitions provided a rationale for reaching consensus about terminology and definitions. Assessment of methods used to determine thresholds to segment consumers highlighted a need for consistency in analysis and reporting.

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