Entry level caseload expectations and perception of full caseload capability during student physical therapist terminal clinical experiences: A pilot study

Purpose: The purpose of this study was to explore expected student physical therapist (PT) full caseload expectations across and within clinical settings and identify factors Clinical Instructor’s (CI) routinely report as contributing to their assessment of a student’s ability to manage a full caseload. Methods: A cross-sectional electronic survey design was used to collect data from CIs for student PTs in Michigan. A sample of convenience was utilized. Results: CIs (n=128) from six settings participated in this study. Respondents reported 32% of their employers had established caseload expectations for new graduate and student PTs. Within an 8-hour day, CIs considered a full student caseload measured in billable units to be 26 in outpatient ortho, 22.5 in outpatient neuro, 29 in outpatient mixed, 17.5 in paediatric, 18.5 in acute care, and 21.9 in inpatient rehab settings. Within an 8-hour day, CIs considered a full student caseload measured in patients per day to be 8.8 in outpatient ortho, 6.9 in outpatient neuro, 8.5 in outpatient mixed, 5.4 in paediatric, 7.1 in acute care, and 4.5 in inpatient rehab settings. Student capability was considered by 80% of CIs when determining student caseload. CIs reported patient complexity and accuracy of clinical reasoning as the most influential in determining a student’s capability to manage a full caseload. The ability to implement and retain feedback was reported as least influential. Conclusion: Most respondents indicated their site lacked defined and differing expectations for student PTs. The CIs consistently reported considering student capability of carrying a full caseload when making determinations of student performance on the CPI and were most influenced by patient complexity and clinical reasoning accuracy. CIs reported a range of full caseload productivity expectations for students both within and across settings, which may contribute to inconsistent assessment of student performance on the CPI. A poster presentation of this work was presented at APTA Educational Leadership Conference 2019.

Students Who Surprise Teachers When Learning Mathematics Through Problem Solving in the Early Primary Years

Teacher reluctance to teach mathematics through challenging tasks is frequently linked to beliefs that such approaches are not appropriate for students perceived as less mathematically capable. One potential means of shifting such beliefs is inviting teachers to reflect on students that surprise them when working on such tasks. Early years’ primary teachers (n = 160) participated in a professional learning initiative that supported them to implement up to ten sequences of challenging tasks in their classrooms across the school year. When asked to describe a student who surprised them when working on the sequences, approximately half (47%) of teachers described students previously assumed to be less mathematically capable being successful in their mathematical learning. Most remaining teachers (36%) commented on the depth of student mathematical thinking and positive learning dispositions demonstrated, without making any explicit reference to preconceptions of student capability. By contrast, a notable number of teachers (15%) instead described their surprise at how students labelled as mathematically capable struggled with working on tasks that were more open-ended, had multiple solutions, and required them to explain their reasoning. Our findings suggest that teaching with sequences of challenging tasks has the potential to disrupt rigid teacher preconceptions as to whom might be considered a mathematically capable student.

The Use of Plickers for Formative Assessment of Vocabulary Mastery

The use of technology considered has able to help the learning process, especially in teaching English. In the industry revolution 4.0, there are some alternatives to teach English effectively. Plickers is an application that can help the teachers to measure student capability. This application used printable paper clickers to assign each student using the Plickers card. The teacher is instantly checking the student responses and assessment data for every question. This study was using mixed methods design to describe the use of Plickers for formative assessment of vocabulary mastery. The finding shows that Plickers help the teacher in preparing, executing, and examining in formative assessment. This application was able to improve students’ motivation and participation.

DESIGN OF STTAL COLLEGE STUDENT FINAL TASK AND RESEARCH PRODUCT INFORMATION SYSTEM BASED ON WEB

STTAL is an educational institution to improve the student capability in managing naval technology. Annually, STTAL graduates diplomas and produces final task from the research of students. This product will then be exhibited at official exhibitions of the Indonesian Navy. The information system is designed for the final project and research of STTAL students. This information system is web-based to facilitate the information about the tools that are displayed and will help exhibition crews in conveying information about the tools to the visitors. This information system is easy to use, by scanning the QR Code on the device by Android smartphone application. Keywords : STTAL student work, Final Project Product Information System and STTAL Student Research Based on Web, Android Smartphone, QR Code.

Faculty Perspectives on Undergraduate Research Skills: Nine Core Skills for Research Success

In an effort to improve information literacy initiatives at Texas Christian University, we sought to understand faculty members’ expectations and perceptions of undergraduate student research skills. We conducted three faculty focus groups (n=21) and an online survey (n=100) of faculty members. This study reveals a set of nine core research skills that faculty members expect students to possess. The study compares faculty members’ expectations against their perceptions of student capability for each of these nine core skills. Furthermore, this study examines who (librarians, faculty, or both) should have responsibility for teaching which research skills. These findings will inform the library’s information literacy initiatives, as well as have a strong influence on the library’s marketing and reference services.

AN ANALYSIS OF MATHEMATICAL’S WRITING OF STUDENT’S ABILITY ON THE CLASS VIII

The research has a goal to describe writing mathematical student capabilitybased on mathematics expression aspect and writing text aspect on thesystem equation linear two variable lesson.The research is using qualitativeapproach which creature of descriptive. The collecting technique of datawhich done is about the result of answering test. The result’s analysis ofthe research student capability on writing mathematical expression andwriting text which be on the system equation linear two variable matter isabout the student can writing mathematics model which suitable with thematter has given, but did not write the formula completely. The result’sanalysis of test on the writing text aspect, student can write the symbolexactly but there is notconsistently and less coherent on writing steps. Ashortage of mathematics expression and writing text because of student lesson understanding what it asked on the matter. The abilities’ result of studentsmathematics written based on expression mathematics on the highcathegories and get average about 67,54%, while getting result of writingtext on the middle cathegories as about 60,52%.