The Evolution of Clinical Practice

2017 ◽  
pp. 1-33 ◽  
Author(s):  
Megan Guise ◽  
Krystal Thiessen ◽  
Amy Robbins ◽  
Mireille Habib ◽  
Nancy Stauch ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Secondary Students ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Teaching Model ◽  
Traditional Model ◽  
Teaching Experiences ◽  
Post Baccalaureate ◽  
Different Levels

In this chapter, the authors examine the implementation of the co-teaching model within the clinical experience of a post-baccalaureate teacher credential program, examining the different levels of understanding and buy-in to the co-teaching model. Implementing mixed methodologies, the authors look specifically at the co-teaching experiences of three science co-teaching pairs. Although pairs highlighted within this case study predominantly aligned more with a traditional model of student teaching, each pair had at least one moment of co-teaching, which either provided a better learning environment for the secondary students and/or professional development for both the pre-service and in-service teacher. In the discussion and implications section of the chapter, the authors explore why co-teaching occurred in these specific contexts and how a teacher education program might better support its co-teaching pairs in their understanding and implementation of co-teaching.

scholarly journals Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

2014 ◽  
Vol 13 (4) ◽  
pp. 641-652 ◽  
Author(s):  
H. E. Chrispeels ◽  
M. L. Klosterman ◽  
J. B. Martin ◽  
S. R. Lundy ◽  
J. M. Watkins ◽  
...  
Keyword(s):  
Service Learning ◽  
Secondary Students ◽  
Peer Teaching ◽  
Learning Program ◽  
Final Exam ◽  
Teaching Experiences ◽  
Course Content ◽  
Science Major ◽  
Positive Effect

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students.

Preservice music teachers’ self-efficacy and concerns before and during student teaching

2021 ◽  
pp. 025576142199078
Author(s):  
Bradley J Regier
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Music Teachers ◽  
Developmental Process ◽  
Contextual Factors ◽  
Teaching Experiences ◽  
Student Impact

The purpose of this study was to investigate the experiences and contextual factors that influenced preservice music teachers’ self-efficacy and concerns from pre-student teaching to student teaching. Data were collected for this case study through an open-response questionnaire about participants’ ( N = 4) efficacious teaching experiences, 10 weekly e-journal reflections written during pre-student teaching ( n = 5 weeks) and student teaching placements ( n = 5 weeks at 1 placement), interviews ( n = 4), and my own researcher journal ( n = 31 entries). Preservice teachers’ self-efficacy and concerns were most impacted by teaching experiences in familiar settings. Results indicated that participants made more comments about student-impact and self-survival concerns during student teaching than pre-student teaching. Further investigation revealed that participants consistently expressed concerns for classroom management during pre-student teaching and student teaching placements. Finding ways to expedite the developmental process could reduce the amount of time that preservice teachers focus on early contextual factors and instead identify ways to improve students’ music and academic performance.

A System for the Semi-Automatic Evaluation of Clinical Practice Guideline Indicators

2015 ◽  
Vol 4 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Alexandra Pomares Quimbaya ◽  
María Patricia Amórtegui ◽  
Rafael A. González ◽  
Oscar Muñoz ◽  
Wilson Ricardo Bohórquez ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Clinical Practice Guideline ◽  
Practice Guideline ◽  
Clinical Guideline ◽  
Narrative Text ◽  
Automatic Evaluation ◽  
Health Records ◽  
Definition Of ◽  
Different Levels

This paper presents EXEMED v2, a system that allows the evaluation of clinical practice guideline indicators. EXEMED v2 includes a knowledge base that supports the definition of executable rules applied over Electronic Health Records (EHR) in order to measure its compliance with a specific clinical guideline. Taking into account that an EHR may include structured attributes and narrative text attributes, EXEMED v2 analyzes both types. The process of evaluation in EXEMED v2 is to define the rules; once the rules are defined EXEMED v2 extracts from the EHR the facts that allow evaluating whether each one of them was accomplished or not. This evaluation includes different levels of certainty, allowing in some cases the interaction of a human evaluator to confirm (or not) automatic evaluation decisions. The functionality of EXEMED v2 was validated applying it in a case study of Acute Myocardial Infarction.

A System for the Semi-Automatic Evaluation of Clinical Practice Guideline Indicators

2015 ◽  
pp. 1176-1186
Author(s):  
Alexandra Pomares Quimbaya ◽  
María Patricia Amórtegui ◽  
Rafael A. González ◽  
Oscar Muñoz ◽  
Wilson Ricardo Bohórquez ◽  
...  
Keyword(s):  
Myocardial Infarction ◽  
Acute Myocardial Infarction ◽  
Clinical Practice ◽  
Clinical Practice Guideline ◽  
Practice Guideline ◽  
Narrative Text ◽  
Automatic Evaluation ◽  
Definition Of ◽  
Different Levels

This paper presents EXEMED v2, a system that allows the evaluation of clinical practice guideline indicators. EXEMED v2 includes a knowledge base that supports the definition of executable rules applied over Electronic Health Records (EHR) in order to measure its compliance with a specific clinical guideline. Taking into account that an EHR may include structured attributes and narrative text attributes, EXEMED v2 analyzes both types. The process of evaluation in EXEMED v2 is to define the rules; once the rules are defined EXEMED v2 extracts from the EHR the facts that allow evaluating whether each one of them was accomplished or not. This evaluation includes different levels of certainty, allowing in some cases the interaction of a human evaluator to confirm (or not) automatic evaluation decisions. The functionality of EXEMED v2 was validated applying it in a case study of Acute Myocardial Infarction.

scholarly journals Introducing the Co-teaching Model in Teacher Education Clinical Practice

2014 ◽  
Vol 3 (1) ◽  
pp. 7-20
Author(s):  
Lisa D. Murley ◽  
Rebecca R Stobaugh ◽  
Charles S Evans
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Teaching Model ◽  
Teaching Models ◽  
Regulatory Changes

With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increase mean scores of all the co-teaching models, results pointed to questions of whether teacher candidates were engaged in lower-level impact co-teaching models, which involved teacher candidates observing and assisting.

A System for the Semi-Automatic Evaluation of Clinical Practice Guideline Indicators

2016 ◽  
pp. 663-673
Author(s):  
Alexandra Pomares Quimbaya ◽  
María Patricia Amórtegui ◽  
Rafael A. González ◽  
Oscar Muñoz ◽  
Wilson Ricardo Bohórquez ◽  
...  
Keyword(s):  
Myocardial Infarction ◽  
Acute Myocardial Infarction ◽  
Clinical Practice ◽  
Clinical Practice Guideline ◽  
Practice Guideline ◽  
Narrative Text ◽  
Automatic Evaluation ◽  
Definition Of ◽  
Different Levels

This paper presents EXEMED v2, a system that allows the evaluation of clinical practice guideline indicators. EXEMED v2 includes a knowledge base that supports the definition of executable rules applied over Electronic Health Records (EHR) in order to measure its compliance with a specific clinical guideline. Taking into account that an EHR may include structured attributes and narrative text attributes, EXEMED v2 analyzes both types. The process of evaluation in EXEMED v2 is to define the rules; once the rules are defined EXEMED v2 extracts from the EHR the facts that allow evaluating whether each one of them was accomplished or not. This evaluation includes different levels of certainty, allowing in some cases the interaction of a human evaluator to confirm (or not) automatic evaluation decisions. The functionality of EXEMED v2 was validated applying it in a case study of Acute Myocardial Infarction.

A Case Study of a Noncredentialed, Second-Career Music Educator

2018 ◽  
Vol 28 (1) ◽  
pp. 83-101
Author(s):  
Lisa D. Martin
Keyword(s):  
Decision Making ◽  
Classroom Management ◽  
Teacher Education Program ◽  
The United States ◽  
Early Career ◽  
Classroom Teaching ◽  
Second Career ◽  
Music Educator ◽  
Teaching Experiences

Throughout the United States, educators lacking formal credentials have increasing opportunities to assume classroom teaching positions. The purpose of this instrumental case study was to explore the career decision making and early-career teaching experiences of Holly, a noncredentialed music educator working in a public charter school. Data were collected over 6 months in the form of semistructured interviews, teaching and performance observations, and artifact analysis. Holly’s pathway to classroom teaching as a second career was characterized by nonlinear decision making, exploring numerous options before choosing to teach school music. Her early classroom teaching experiences were similar to those of traditional early-career music teachers with regard to classroom management concerns; however, her experience in private lesson instruction and directing community music theater equipped her with more practical pedagogical skill sets than typical early-career music educators. The discussion includes considerations of the value of formal credentialing and implications for music teacher education program recruitment.

Technology Integration into Pre-service Teacher Training

2012 ◽  
Vol 8 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Anne Koch ◽  
Misook Heo ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Experiences ◽  
Technology Modeling ◽  
Integrate Technology ◽  
Pre Service Teacher ◽  
Insight Into ◽  
Underlying Theme

This study evaluated the perceptions of pre-service teachers in their ability to integrate technology into a learning environment based on coursework and student teaching experiences. Pre-service teachers were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results were collected across four academic years at a university that has identified technology as an underlying theme. Conclusions from the study provide an insight into technology savvy characteristics of pre-service teachers. Results also show that technology modeling and program design within a teacher education program can have a significant impact on pre-service teachers, thus improving their perceptions about their ability to integrate technology.

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