Integrating Education on Addressing Health Disparities into the Graduate Social Work Curriculum     

Jamie Ann Mitchell 《Journal of Teaching in Social Work》2013,33(5):471-486

The purpose of this article is to propose an elective social work course as a means of better preparing social workers entering practice in healthcare to meet the challenges of promoting health and reducing health disparities in minority and underserved communities. Course offerings specifically targeting health or medical social work training vary widely. The additional training provided at places of employment and through continuing education after the master's degree is often inadequate for competently addressing the issues clinicians face in practice.  相似文献   

Can Pupils Rate Themselves on Personality?     

Claude Mitchell 《Clearing house (Menasha, Wis.)》2013,86(9):570-573

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Introduction: The Evolving Field of Education Politics and Policy,as Framed by the Scholarly Career of William Lowe Boyd, 1957 to 2008     

Robert L. Crowson  Douglas E. Mitchell  Dorothy Shipps 《Peabody Journal of Education》2013,88(4):359-366

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Shaping the Education Policy Dialogue     

Douglas E. Mitchell  Robert L. Crowson  Dorothy Shipps 《Peabody Journal of Education》2013,88(4):367-372

In this article we draw upon case studies of interdistrict integration programs in Omaha, Nebraska, and the Tinsley program in the region south of San Francisco to examine how race and space intersect to influence implementation of these programs. We discuss the origins of these programs, the challenges in implementing them, and the ongoing political tensions that have surrounded them. Our case studies of the two metro areas involved interviews with stakeholders, as well as document and secondary data analysis, and geospatial mapping. Based on our analyses, we conclude that civic capacity must be mobilized so that broad, regional, cross-sector policies can be adopted in the pursuit of educational equity.  相似文献   

Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking     

Wendy K. Adams  Carl E. Wieman 《International Journal of Science Education》2013,35(9):1289-1312

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.  相似文献   

Enhancing the undergraduate student experience via fund-raising partnerships: an action research project     

Wendy Thorley  Bruce Marjoribanks  Julian Kranz 《Educational Action Research》2013,21(4):552-567

This project was developed from practitioner action research and considers the impact of integrating fund-raising activities into the formal curriculum with a target group of undergraduate students. The main aim of this project was to evaluate the impact of developing fund-raising activities as an integral aspect at both module and programme levels, grounded within practitioner action research. A core component of this aim was to develop value-added structures into established modules to support the student experience and student identity. Furthermore, the project sought to broaden, develop and strengthen links with the local wider community, recognising the value such interactions can bring. Finally, the project set out to develop integration opportunities between the students and organisations in order to develop the students’ awareness of workforce options as future professionals. This study is based within one post-1992 higher education institution and consisted of three inter-related but distinct phases. The project involved 60 students during Phase 1, building to some 200 students by Phase 3. The findings suggest that fund-raising activities built into the formal curriculum can be a useful medium for promoting student identity whilst providing a ‘value-added’ component to existing programmes of study.  相似文献   

Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality     

Charalambos Y. Charalambous  Heather C. Hill  Rebecca N. Mitchell 《课程研究杂志》2013,45(4):489-513

This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of support. This variation in MKT level and curriculum support facilitated exploring the distinct and joint contribution of MKT and the curriculum materials to instructional quality. The analyses suggest that MKT relates positively to teachers' use of representations, provision of explanations, precision in language and notation, and ability to capitalize on student contributions and move the mathematics along in a goal-directed manner. Curriculum materials set the stage for attending to the meaning of integer subtraction and appeared to support teachers' use of representations, provision of explanations, and precision in language and notation. More critically, the findings suggest that less educative curriculum materials, coupled with low levels of MKT, can lead to problematic instruction. In contrast, educative materials can help low-MKT teachers provide adequate instruction, while higher MKT levels seem to enable teachers to compensate for curriculum limitations.  相似文献   

Promising Physical Activity Inclusion Practices for Chinese Immigrant Women in Vancouver,Canada     

Wendy Frisby 《Quest (Human Kinetics)》2013,65(1):135-147

Even though the number of immigrants coming to Canada continues to rise (Statistics Canada, 2010) and there is some evidence to suggest that participation in community sport and recreation can ease the stress associated with settlement (Stodolska & Alexandris 2004), our previous research has shown there is little or no information sharing about promising inclusion practices between local, provincial, and federal sport and recreation policy makers in Canada (Thibault, Frisby, & Taylor, 2009). To begin to fill this void, interviews were conducted with 50 Chinese immigrant women, who represent the largest immigrant group in British Columbia, 11 staff from the City of Vancouver, and 5 staff from an immigration service agency called S.U.C.C.E.S.S. A Multiculturalism, Sport, and Physical Activity Workshop was subsequently held so study participants could come together to discuss promising physical activity inclusion practices for newcomers. The practices discussed here include: citizen engagement to promote mutual learning and policy/program development; working from a broader social ecological framework; improving the city's leisure access policy; and enhancing community partnerships to facilitate cross-cultural connections.  相似文献   

CHARACTER AND CULTURE     

Samuel C. Mitchell LL.D. 《Religious education (Chicago, Ill.)》2013,108(2):104-108

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Skill components of task analysis     

Anne E. Adams  Wendy A. Rogers  Arthur D. Fisk 《Instructional Science》2013,41(6):1009-1046

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