Use and Perceptions of External Content Providers

2008 ◽  
pp. 90-103
Author(s):  
Jennifer Hahn
Keyword(s):  
Classroom Environment ◽  
Classroom Teachers ◽  
Educational Tool

This chapter presents the process of videoconferencing with external providers from the teacher’s side of the camera. It overviews the steps necessary to conduct a videoconference including how to contact and select external providers, and as well as how to prepare, conduct, and follow up on a videoconference. It carefully examines how to develop lasting relationships with experts in the field and how to use their resources to create an interactive research based classroom environment. For classroom teachers, videoconferencing is a relatively new educational tool and the extent of its implementation is constantly expanding and virtually endless. Utilizing examples of specific experiences the chapter provides the reader with an overview of videoconferences that exist and can be used by P-12 educators.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2020 ◽  
pp. 972-994
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education

2016 ◽  
pp. 11-31
Author(s):  
Gabriela Walker ◽  
Elizabeth Pattison
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Support Systems ◽  
Ecological Theory ◽  
Deep Understanding ◽  
Ecological Framework ◽  
Classroom Teachers ◽  
Conceptual Frameworks ◽  
Design Support ◽  
Human Relationships

Principles of Bronfenbrenner's Ecological Theory were reviewed to examine potential uses for classroom teachers and re-imagine Bronfenbrenner's System's Theory into a series of novel frameworks that could be practically applied to students' lives and experiences outside of the classroom environment. This interpretive review offers educators and families novel conceptual frameworks intended to foster deep understanding of individual students and to provide practical tools to visualize and navigate the unique web of human relationships and support available outside of the classroom. Fourteen newly created “systems theories” are briefly presented here.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2017 ◽  
pp. 116-138
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

Itinerant Low Vision Services

1975 ◽  
Vol 69 (6) ◽  
pp. 255-265
Author(s):  
Kent D. Carter ◽  
Constance A. Carter
Keyword(s):  
New Hampshire ◽  
Low Vision ◽  
Team Approach ◽  
Classroom Teachers ◽  
Itinerant Teachers ◽  
Follow Up Care ◽  
Low Vision Clinic ◽  
Close Cooperation ◽  
Education Concept

The itinerant education concept proves helpful in providing visually impaired individuals with comprehensive low vision services, because visual screenings, training, and follow-up care can be provided on a regular basis within the student's own environment. Close cooperation among low vision clinic staff, classroom teachers, parents, ancillary personnel, and low vision educational consultants develops quality low vision service through a professional team approach. Such an approach is presently functioning successfully in the state of New Hampshire. To implement this approach, itinerant teachers with training and experience in the field of low vision are badly needed. It is recommended that universities, in cooperation with low vision clinics, seek ways of implementing such training in their present programs.

scholarly journals What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools

2017 ◽  
Vol 45 (2) ◽  
pp. 195-216 ◽  
Author(s):  
Helen Egeberg ◽  
Andrew McConney
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
School Experiences ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Responsibility ◽  
School Contexts ◽  
Teaching Learning ◽  
Western Australian

Abstract Students’ views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students’ perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students’ views on their classroom experiences. Follow-up focus group discussions were used to further elaborate and clarify students’ perceptions. Despite varying school contexts, students provided consistent reports that effective classroom managers meet students’ needs by developing caring relationships and controlling the classroom environment while developing student responsibility and engaging students in their learning.

scholarly journals Listening to the Learner: A Qualitative Investigation of Motivation Towards the Use or Avoidance of Self-access Centres

2010 ◽  
pp. 189-211
Author(s):  
Hamish Gillies
Keyword(s):  
Survey Data ◽  
Classroom Environment ◽  
First Year ◽  
Structured Interviews ◽  
Student Body ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Efl Students ◽  
Strong Ideal

This paper reports on a follow-up study to Gillies (2007), in which a survey was conducted to investigate how tertiary-level Japanese EFL students understand and interpret their use or non-use of their institution’s self-access centre (SAC). The survey data revealed general trends regarding the factors which motivate the students’ use of the SAC as well as reasons why students choose not to use it, while also suggesting four types of students, via cluster analysis. Employing Dornyei’s (2005) L2 Motivational Self System as a theoretical framework, the current paper attempts to probe deeper into the survey data, and specifically tease out the factors influencing the use or non-use of the SAC. It reports on a set of semi-structured interviews with a purposeful sample of nine students from amongst the survey respondents. The interviewees included representatives of each of the four clusters identified in the survey data. The interview transcripts were then subjected to coding and labelling, and key themes in the data emerged: the SAC as an environment; the SAC as a community of selves; the SAC as contrasted with the classroom. Related to these themes, it was found that in the first year of university, identities are forged, distinguishing regular SAC users and rare SAC users. The SAC is an attractive environment for students with strong ideal L2 selves, while being uncomfortable for less confident students. The former type of student is more likely to see the classroom environment as restrictive, while the latter views it as sheltered and supportive. Meanwhile, the level of English proficiency is not in itself predictive of SAC use, but rather the level of L2 motivation, in particular the strength of the learner’s ideal L2 self. The paper discusses these themes and findings, and concludes with implications for the SAC, and suggestions for making the centre accessible and appealing to a wider cross-section of the overall student body.

Multidisciplinary School Teams: Perceptions of Goals, Roles and Functions

1992 ◽  
Vol 8 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Ester Cole ◽  
Jane Siegel ◽  
Maria Yau
Keyword(s):  
Decision Making ◽  
Guidance Counselors ◽  
Teacher Involvement ◽  
Classroom Teachers ◽  
Team Members ◽  
Staff Members ◽  
Vice Principals ◽  
Professional Groups ◽  
Professional Development Needs

This study of the functioning of multidisciplinary school teams is based on responses from 332 staff members in 43 elementary and 11 secondary schools. Respondents represented five professional groups actively involved with school teams: principals/vice-principals, teachers, psychoeducational consultants, social workers, and guidance counselors. The results indicate that elementary teams meet more frequently than secondary teams and that more frequent meetings are associated with higher levels of member satisfaction. Typically, three quarters of meetings are devoted to discussing individual students and their needs. Most respondents see team members as being actively and collaboratively engaged in decision making. Classroom teachers, however, felt less engaged as active participants. They were seen as providers of information about referred students rather than as sharers of expertise regarding strategies and interventions. Areas in which professional development needs were identified included (a) more focus on classroom and schoolwide prevention programs, (b) greater teacher involvement in decision making, and (c) more focus on intervention strategies and follow-up activities.

The efficacy and use of a pocket card algorithm in status epilepticus treatment

2020 ◽  
pp. 10.1212/CPJ.0000000000000922
Author(s):  
Jessica R. Fesler ◽  
Anne E. Belcher ◽  
Ahsan N. Moosa ◽  
MaryAnn Mays ◽  
Lara E. Jehi ◽  
...  
Keyword(s):  
Status Epilepticus ◽  
Rescue Therapy ◽  
Treatment Algorithm ◽  
Multidisciplinary Care ◽  
Electronic Version ◽  
Hard Copy ◽  
Educational Tool ◽  
Identification Number ◽  
Before And After

Abstract:Objective:To determine whether a pocket card treatment algorithm improves the early treatment of status epilepticus and to assess its utilization and retention in clinical practiceMethods:Multidisciplinary care teams participated in video-recorded status epilepticus simulation sessions from 2015 to 2019. In this longitudinal cohort study, we examined the sessions recorded before and after introducing an internally developed, guideline-derived pocket card to determine differences in the adequacy or timeliness of rescue benzodiazepine. Simulation participants were queried 9-months later for submission of a differentiating identification number on each card to assess ongoing availability and utilization.Results:Forty-four teams were included (22 before and 22 after the introduction of the pocket card). The time to rescue therapy was shorter for teams with the pocket card available [84 seconds (64 – 132)] compared to teams before introduction [144 seconds (100 – 162)] (U = 94; median difference = -46.9, 95% CI = -75.9 to -21.9). The adequate dosing did not differ with card availability (OR 1.48, 95% CI: 0.43-5.1). At 9-month follow-up, 32 participants (65%) completed the survey, with 26 (81%) self-reporting having the pocket card available and 11 (34%) confirming ready access with the identification number. All identification numbers submitted corresponded to the hard copy laminated pocket card, none to the electronic version.Conclusions:A pocket card is a feasible, effective, and worthwhile educational tool to improve the implementation of updated guidelines for the treatment of status epilepticus.

How do teleconsultations for remote trauma management change over a period of time?

2000 ◽  
Vol 6 (1_suppl) ◽  
pp. 12-15 ◽  
Author(s):  
Sapal Tachakra ◽  
Diana Dutton ◽  
Roger Newson ◽  
Jesus Hayes ◽  
Alganandan Sivakumar ◽  
...  
Keyword(s):  
Soft Tissue ◽  
Nurse Practitioners ◽  
Soft Tissue Injuries ◽  
Trauma Management ◽  
Educational Tool ◽  
Treatment Service ◽  
Management Change ◽  
Direct Admission ◽  
A Minor

We obtained follow-up information about the new patients seen at a minor accident and treatment service (MATS) staffed by emergency nurse practitioners (ENPs). A previous study, of 150 teleconsultations in a six-month period starting in April 1996, was used for comparison. In the present series, 150 teleconsultations occurring in a four-month period starting in April 1999 were studied; the patients constituted 5.6% of the 2658 new attenders or 3.8% of the 3936 total attenders. In comparison with the study three years before, falling teleconsultation rates were partly offset by increasing numbers of attenders and an extension of the ENPs’ roles and skills. Teleconsultation rates rose when the number of consultant-run clinics was curtailed and ENP-run clinics replaced some of them. Eligibility to request and report more radiographs reduced the need for teleconsultations, and subsequently teleconsultations for help with interpretation of radiographs fell as the ENPs became more experienced. Specialty residents trusted ENP judgement and accepted telephoned direct admission of cases to their wards. Fewer teleconsultations were required for soft-tissue injuries. Telemedicine is an excellent educational tool.

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