scholarly journals Erratum to: Buss, R. R., & Allen, J. G. (2020). Leader scholar communities: Supporting EdD students’ dissertation in practice efforts. Impacting Education: Journal on Transforming Professional Practice, 5(3), 1-7.

2020 ◽  
Vol 5 (3) ◽  
Author(s):  
Stephanie J. Jones
Keyword(s):  
Professional Practice ◽  
Human Services ◽  
College Of Education ◽  
Online Version ◽  
Inaccurate Information ◽  
Education Journal ◽  
Incorrect Information

The article Buss, R. R., & Allen, J. G. (2020). Leader scholar communities: Supporting EdD students’ dissertation in practice efforts. Impacting Education: Journal on Transforming Professional Practice, 5(3), 1-7 https://doi.org/10.5195/ie.2020.98 contained incorrect information for the degree title and college name of author James G. Allen. His degree has been changed from PhD to EdD and his school from College of Education and Human Services to College of Education. This error occurred as a result of inaccurate information in the manuscript which was overlooked during the journal editing phase. The online version has been corrected to reflect this change.

scholarly journals Creative and Innovative Solutions to Accommodate the Growth of a Professional Practice Doctoral Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Craig A. Mertler ◽  
Danah Henriksen
Keyword(s):  
Action Research ◽  
Professional Practice ◽  
Doctoral Program ◽  
Online Version ◽  
Face To Face ◽  
Doctoral Research ◽  
Successful Solution ◽  
Innovative Solutions ◽  
The Face ◽  
Original Event

This essay describes one institution’s struggle to grow its EdD program by adding an equivalent online version of a successful face-to-face program. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program. An innovative, all-day, virtual doctoral research conference was developed and implemented. We describe our creative rethinking of the original event, towards a new, successful, and fully-online redesigned event. Although the event continues to be refined, the inaugural event proved to be a successful solution to the challenge of transferring all components of a face-to-face program over to its online equivalent. Feedback from students who participated in the conference is shared, and recommendations for other EdD programs is offered.

scholarly journals Erratum to Mann-Feder, V. (2020). Experiential Teaching and Learning in Child and Youth Care Work: An Integrative Approach to Graduate Education. Journal of Child and Youth Care Work, 26. https://doi.org/10.5195/jcycw.2020.5

2021 ◽  
Vol 26 ◽  
Author(s):  
Dale Curry
Keyword(s):  
Graduate Education ◽  
Teaching And Learning ◽  
Youth Care ◽  
Care Work ◽  
Online Version ◽  
Integrative Approach ◽  
Child And Youth Care ◽  
Experiential Teaching ◽  
Youth Care Work ◽  
Education Journal

In the article “Experiential teaching and learning in Child and Youth Care Work: An integrative approach to graduate education” (DOI 10.5195/jcycw.2020.5), co-authors were omitted. The authors are Varda R. Mann-Feder, Elizabeth Fast, Stephanie Hovington, and Patti Ranahan. The online version has been updated to reflect this change.  

Recontextualization

2021 ◽  
pp. 1-12
Author(s):  
Linette Ann Hawkins
Keyword(s):  
Social Work ◽  
South America ◽  
Indigenous Knowledge ◽  
Social Workers ◽  
Professional Practice ◽  
Human Services ◽  
Political Activism ◽  
Asia Pacific ◽  
Community Solidarity

The concept of recontextualization has received minimal attention in social work literature. Exploring the practical and political ways in which social work has been re-constructed in contexts different to mainstream human services is the focus of this chapter. By linking recontextualization with social work, the authors are extending its meaning beyond what it had come to mean to date. Reflecting upon the authors' lived praxis experience provides insights into how their wish to explore recontextualization in social work features at different stages in their own journeys. Contributions from social workers in Africa, Asia-Pacific, South America, and Australia provide a kaleidoscope of ways in which social work is being recontextualized. Some of the ways they achieve this is by reframing social work within the post-human space and integrating Ubuntu philosophy, which highlights Indigenous knowledge, wisdom, and relationships encompassing all people and their environments, enabling interconnectedness and community solidarity for collective power in professional practice and political activism.

scholarly journals When the Evidence Is Incorrect: an Exploration of What Happens When Interviewers Unwittingly Present Inaccurate Information in Interviews with Suspects

2021 ◽  
Author(s):  
Martijn van Beek ◽  
Ray Bull ◽  
Melissa Chen
Keyword(s):  
Negative Relationship ◽  
Real Life ◽  
Inaccurate Information ◽  
New Information ◽  
Significant Negative Relationship ◽  
Interview Training ◽  
Interviewing Techniques ◽  
Incorrect Information ◽  
Do So

AbstractSkillfully presenting evidence/information to suspects is one of the few interviewing techniques that increases the likelihood of guilty suspects providing information or making a confession, without making innocent ones do so as well. It is important that this evidence/information is correct, since deliberately disclosing incorrect evidence poses some risks. Also, in real-life interviews, police interviewers may unwittingly disclose incorrect evidence, for example when a witness was mistaken and provided the police with incorrect information. The present study examined the behavior of fifty police interviewers in interviews with “suspects” of a scripted crime: what is their response when the interviewees try to explain to them that some of the evidence/information just disclosed by them is incorrect? Eleven interviewers responded adaptively (by actively picking up on this new information), 35 responded in a neutral way and four responded maladaptively (by discrediting the interviewee’s claim). Experience and a full interview training had a significant negative relationship with adaptiveness. These results indicate that, when preparing and conducting interviews with suspects, greater awareness is needed of the possibility that some of the evidence/information that is to be disclosed could be incorrect, and therefore it is crucial that suspects’ responses which suggest such may be the case are taken into account.

scholarly journals Erratum to:

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Suha Tamim ◽  
Rhonda Jeffries
Keyword(s):  
Professional Practice ◽  
Department Of Education ◽  
Correct Order ◽  
Education Journal

The article metadata for Brochu, K. J. ., Jensen, A. J., Robinson, R. M. M. ., Bryant, T. R., Desjardins, D. R., & Bent, L. (2021). Redefining Roles: Female Scholars’ Reflections and Recommendations for Coping During the COVID-19 Pandemic. Impacting Education: Journal on Transforming Professional Practice, 6(2), 54–60. https://doi.org/10.5195/ie.2021.170 listed the authors with an incorrect order and contained an incomplete affiliation of author Lauren G. Bent. The PDF of the article is correct. This error occurred during the journal editing phase. The correct order of the authors is Kelly J. Brochu, Trina R. Bryan, Amanda J. Jensen, Danielle R. Desjardins, Regina M.M. Robinson, Lauren G. Bent. The affiliation for Lauren G. Bent is Regis College Department of Education.

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

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.

Scientifically Based Professional Practice

ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred
Keyword(s):  
Professional Practice

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

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
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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