Evaluating Campus Safety Messages at 99 Public Universities in 2010

2013 ◽  
pp. 1-19
Author(s):  
John W. Barbrey
Keyword(s):  
Emergency Preparedness ◽  
Campus Safety ◽  
Small Sample ◽  
Department Of Education ◽  
State Crime ◽  
Final Report ◽  
Crime Commission ◽  
K 12 ◽  
The U.S

In 2009, the U.S. Department of Education published an Action Guide for Emergency Management at Institutions of Higher Education (U.S. Department of Education, 2009). In 2006, the Virginia State Crime Commission issued a prescient “Final Report: Study on Campus Safety (HJR 122)” regarding Virginia’s colleges and universities (Virginia State Crime Commission, 2006). Gray (2009) provided results from a “Columbine 10-Year Anniversary Survey”, which reviewed recent campus safety improvements of 435 K-12 and university respondents. From the three documents, prescribed campus safety activities were identified that could be consistently found in the stated programs and policies on university websites. Of these activities, 18 separate criteria upon which a university’s online emergency preparedness/safety/security messages could be evaluated through content analysis were conceptualized (coding: 1= school has criterion, 0= does not), to estimate the quality of the overall preparedness message of each institution in the small sample (n = 99) of universities, representing all 50 states in 2010.

Evaluating Campus Safety Messages at 99 Public Universities in 2010

2011 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
John W. Barbrey
Keyword(s):  
Emergency Preparedness ◽  
Campus Safety ◽  
Small Sample ◽  
Department Of Education ◽  
State Crime ◽  
Final Report ◽  
Institutions Of Higher Education ◽  
Crime Commission ◽  
K 12

In 2009, the U.S. Department of Education published an Action Guide for Emergency Management at Institutions of Higher Education (U.S. Department of Education, 2009). In 2006, the Virginia State Crime Commission issued a prescient “Final Report: Study on Campus Safety (HJR 122)” regarding Virginia’s colleges and universities (Virginia State Crime Commission, 2006). Gray (2009) provided results from a “Columbine 10-Year Anniversary Survey”, which reviewed recent campus safety improvements of 435 K-12 and university respondents. From the three documents, prescribed campus safety activities were identified that could be consistently found in the stated programs and policies on university websites. Of these activities, 18 separate criteria upon which a university’s online emergency preparedness/ safety/security messages could be evaluated through content analysis were conceptualized (coding: 1= school has criterion, 0= does not), to estimate the quality of the overall preparedness message of each institution in the small sample (n = 99) of universities, representing all 50 states in 2010.

scholarly journals A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education

2019 ◽  
Vol 11 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Mark Poirier ◽  
Jeremy M. Law ◽  
Anneli Veispak
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Empirical Research ◽  
Meta Analysis ◽  
Department Of Education ◽  
Narrative Review ◽  
K 12 ◽  
The U.S

In an effort to highlight the need for, and lack of, quality empirical research in K-12 blended learning environments, this systematic narrative review investigated and reported on the quantity and quality of recent empirical research in K-12 blended learning, published between 2009 and February 2017. In addition to assessing the quality and scope of these studies, the effectiveness of blended learning environments on learning outcomes and potential contributing variables were discussed. Eleven articles were identified and found to meet the inclusionary criteria and measures of quality set by this review, extending the corpus of 5 articles identified by a previous 2009 meta-analysis commissioned by the U.S. Department of Education to 16. Mixed findings regarding the benefit of blended learning in a K-12 setting were reported across the literature, thereby highlighting the need for more extensive research in this domain.

Patient Centric Healthcare InformationSystems in the U.S.

2011 ◽  
pp. 498-506
Author(s):  
Nilmini Wickramasinghe
Keyword(s):  
Quality Of Healthcare ◽  
The United States ◽  
Final Report ◽  
Institute Of Medicine ◽  
High Quality ◽  
Quality Healthcare ◽  
Improving Patient Care ◽  
The U.S ◽  
Patient Centric

Healthcare expenditure is increasing exponentially, and reducing this expenditure (i.e., offering effective and efficient quality healthcare treatment) is becoming a priority not only in the United States, but also globally (Bush, 2004; Oslo Declaration, 2003;Global Medical Forum, 2005). In the final report compiled by the Committee on the Quality of Healthcare in America (Institute of Medicine, 2001), it was noted that improving patient care is integrally linked to providing high quality healthcare.

From Start to Finish

2020 ◽  
pp. 1-28
Author(s):  
Amanda R. Hurlbut ◽  
Sarah McMahan ◽  
Aimee Myers ◽  
Karen Dunlap ◽  
Rebecca Fredrickson
Keyword(s):  
Preservice Teachers ◽  
Digital Literacy ◽  
Department Of Education ◽  
Continuous Exposure ◽  
Attitudes And Beliefs ◽  
Pedagogical Practice ◽  
Future Technology ◽  
K 12 ◽  
Literacy Experience ◽  
The U.S

The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.

scholarly journals Development of Dynamic Computer Aided Instruction for the Least Learned Topics in National Certificate II Animation

2021 ◽  
Vol 10 (1) ◽  
pp. 82-91
Keyword(s):  
Department Of Education ◽  
Delivery Mode ◽  
Computer Aided Instruction ◽  
National Assessment ◽  
School Year ◽  
Life Long Learning ◽  
Passing Rate ◽  
Computer Aided ◽  
K 12

The K-12 program of the Department of Education ensures that a grade 12 students are equipped with life-long learning skills after graduation. Thus, they undergo an assessment test in Technical Vocational Livelihood Development Authority (TESDA) to enforce quality of acquired skills. Animation NC II is one of the specialization courses offered by schools. Urdaneta City National High School had encountered a low passing rate in the said course. The researchers developed a Computer Aided Instructions that would help students learn the course. The descriptive and developmental research design was used to develop and validate the CAI. The respondents were comprised of 15 animation students in the school year 2018-2019 and the 3 Animation teachers. A Likert-type perception instrument was used to determine the least leaned topics in Animation NC II and perceived delivery mode of lessons. The following conclusions can be drawn based on results from the study. First the least learned topics found in Animation in NC II were important competencies that a student should have to pass the National Assessment for NC II. Consequently, this was due to the students' low passing rate. Second, adequate delivery of learning should be established. This would assist them in improving their abilities. Learners and the teachers had very positive evaluations about some aspects of the CAI program: the content of the program, design, and learner’s interaction with the CAI program.

scholarly journals On An International Level, What Are The Functions Of An Individualized Education Program (IEP) Or Transition Plan (TP)?

2022 ◽  
Vol 40 (1) ◽  
pp. 155-212
Author(s):  
Nathalie Myara
Keyword(s):  
Individualized Education Program ◽  
Department Of Education ◽  
Ministry Of Education ◽  
Analysis Method ◽  
Value Analysis ◽  
Functional Specification ◽  
Transition Plan ◽  
Rehabilitative Services ◽  
The U.S

More than 45 years of IEP/TP research and a few focused on IEP/TP functions or roles. Yet, the quality of an IEP/TP relies on the functions that it fulfills to satisfy the needs of its different users (Petitdemange,1985). The Quebec Ministry of Education (MEQ, 2004) and the Office of Special Education and Rehabilitative Services within the U.S. Department of Education (in Eichler, 1999) explicitly identified and described six to seven IEP/TP functions. However, a literature review and practising environments highlighted a greater number of functions. The goal of this research is to identify the different functions that an IEP/TP should fulfill in regard to the different needs of its diverse users. With the use of pedagogical value analysis method (PVA), results show a synthesis of more than 700 functions organized in an IEP/TP Functional Specification Matrix (FSM). The IEP /TP FSM is useful to create, monitor and evaluate IEP/TPs.

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