Informed consent among chronically ill elderly: Assessing its (in)adequacy and predictors     

Stephen C. Hines  Laurie Badzek  Alvin H. Moss 《Journal of Applied Communication Research》2013,41(3):151-169

Physicians are legally and ethically required to obtain informed consent from patients prior to providing medical care. However, the chronically ill elderly may poorly understand the facts that are needed for them to make informed choices, and they also may wish to avoid discussing potentially discouraging information. Interviews of 142 elderly hemodialysis patients were conducted to determine whether informed consent for performing dialysis had been obtained and to explore potential causes of inadequate informed consent. As predicted, most patients lacked information needed to render fully informed consent. However, when we examined potential causes for the very low levels of knowledge reported by patients, we found that patients’ education level, cognitive capacity, and willingness to discuss medical contingencies were stronger predictors of informed consent than were the communicative practices of doctors. Neither doctors’ willingness to promptly disclose the need for dialysis nor their willingness to discuss forgoing dialysis were related to any of the patient characteristics. Results suggest that obtaining fully informed consent for chronically ill elderly requires both a modification of doctors’ communication practices and greater adaptation to the cognitive capacity, education, and communication practices of the patient.  相似文献   

A Review of “Everything You Ever Wanted to Know about Social Media But Were Afraid to Ask; Building Your Business Using Consumer Generated Media”     

Laurie M. Bridges 《资料收集管理》2013,38(1):51-53

Curriculum materials center (CMC) collections in academic libraries play a vital role in supporting teacher education programs. The collection items consist of print and non-print materials including nontraditional items such as kits, games, models, and toys. Following a comprehensive literature review of research on CMC collections, this study seeks to raise awareness of the role played by curriculum materials centers in the history of teacher education and the challenges faced by the CMC librarians. The article provides a general overview of the CMC at Long Island University (LIU) Post library and describes local collection development strategies and issues in collection access and maintenance.  相似文献   

Participants’ evaluation of consultation: implications for training in school psychology     

Laurie McGarry Klose  Cynthia Plotts  Jon Lasser 《Assessment & Evaluation in Higher Education》2012,37(7):817-828

Evaluation of graduate students’ consultation skills is essential to competent practice in school settings. Congruence of evaluation of the consultation experience has been shown as an important factor in the development of competent consultants in other, related disciplines. The current study analysed student consultant and teacher consultee perspectives on several dimensions, including school system entry, knowledge gaps, territorial concerns, role ambivalence, and problems inherent in student–staff member interaction. Results of tests for congruence of ratings of providers and recipients of consultation services suggest a number of concerns regarding the preparation of graduate student consultants for successful practise in school settings, including inadequate preparation for systems entry, conflict over shared problem solving and the need to balance expertise with collaboration, and graduate student’s lack of knowledge of instructional practices. Implications for training graduate students in school-based consultation are discussed.  相似文献   

Moving beyond formulas and fixations: solving open-ended engineering problems     

Elliot P. Douglas  Mirka Koro-Ljungberg  Nathan J. McNeill  Zaria T. Malcolm  David J. Therriault 《European Journal of Engineering Education》2012,37(6):627-651

  相似文献   

Item-Level Comparative Analysis of Online and Paper Administrations of the Texas Assessment of Knowledge and Skills     

Leslie Keng  Katie Larsen McClarty  Laurie Laughlin Davis 《教育实用测度》2013,26(3):207-226

This article describes a comparative study conducted at the item level for paper and online administrations of a statewide high stakes assessment. The goal was to identify characteristics of items that may have contributed to mode effects. Item-level analyses compared two modes of the Texas Assessment of Knowledge and Skills (TAKS) for up to four subjects at two grade levels. The analyses included significance tests of p-value differences, DIF, and response distributions for each item. Additional analyses investigated item position effects and objective-level mode differences. No evidence of item position effects emerged, but significant differences were found for several items and objectives in all subjects at grade 8 and in mathematics and English language arts (ELA) at grade 11. Differences generally favored the paper group. ELA items that were longer in passage length and math items that required graphing and geometric manipulations or involved scrolling in the online administration tended to be the items showing mode differences.  相似文献   

Toward a Lived Science Curriculum in Intersecting Figured Worlds: An Exploration of Individual Meanings in Science Education     

Jeremy F. Price  Katherine L. McNeill 《科学教学研究杂志》2013,50(5):501-529

  相似文献   

Peer and Faculty Mentoring for Students Pursuing a PHD in Gerontology     

Alicia K. Webb  Tenzin Wangmo  Heidi H. Ewen  Pamela B. Teaster  Laurie R. Hatch 《Educational gerontology》2013,39(12):1089-1106

The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed satisfied with the mentoring they were giving and receiving, although all groups discussed limitations. Peer mentors were seen as social support and advice givers, while faculty mentors were viewed as responsible for direction and skill-building. These results can contribute to the development of new mentorship programs and the modification of existing ones.  相似文献   

Gestures and conceptual integration in mathematical talk     

Laurie D. Edwards 《Educational Studies in Mathematics》2009,70(2):127-141

Spontaneous gesture produced in conjunction with speech is considered as both a source of data about mathematical thinking, and as an integral modality in communication and cognition. The analysis draws on a corpus of more than 200 gestures collected during 3 h of interviews with prospective elementary school teachers on the topic of fractions. The analysis examines how gestures express meaning, utilizing the framework of cognitive linguistics to argue that gestures are both composed of, and provide inputs to, conceptual blends for mathematical ideas, and a standard typology drawn from gesture studies is extended to address the function of gestures within mathematics more appropriately. Electronic supplementary material  The online version of the original article (doi:) contains supplementary material, which is available to authorized users.  相似文献   

Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts     

Lisa M. Marco-Bujosa  Katherine L. McNeill  Audrey A. Friedman 《科学教学研究杂志》2020,57(1):3-32

Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures.  相似文献   

Goldstein,J., Freud,A., & Solnit,A. J. Beyond the best interests of the child. New York: The Free Press, 1973, 170 pp., $7.95 (paper). Goldstein,J., Freud,A., & Solnit,A. J. Before the best interests of the child. New York: The Free Press, 1979, 288 pp., $4.95 (paper)     

Steven I. Pfeiffer  Laurie Heffernan 《Psychology in the schools》1984,21(3):410-411

  相似文献