Connecticut Professional School Counselors: College and Career Counseling Services and Smaller Ratios Benefit Students

ERIC Educational Resources Information Center

Lapan, Richard T.; Whitcomb, Sara A.; Aleman, Nancy M.

2012-01-01

Results connect the implementation of the college and career counseling components of a comprehensive school counseling program and lower student-to-school-counselor ratios to a reduction in suspension rates and disciplinary incidents for Connecticut high school students. Principal ratings of college and career counseling services provided in…

A pilot demonstration of comprehensive mental health services in inner-city public schools.

PubMed

Walter, Heather J; Gouze, Karen; Cicchetti, Colleen; Arend, Richard; Mehta, Tara; Schmidt, Janet; Skvarla, Madelynn

2011-04-01

National policy statements increasingly espouse the delivery of comprehensive mental health services in schools. In response to the limited evidence supporting this recommendation, the purpose of this study was to assess the need for, and feasibility, desirability, and outcomes of a full model of comprehensive mental health services in 2 public elementary schools in inner-city neighborhoods. The program, based upon a national model for comprehensive school mental health services, comprised universal and indicated preventive as well as clinical interventions designed to target needs identified in a baseline screening survey. The program was implemented over 1 school year by mental health professionals in collaboration with school teachers. Mental health outcomes comparing baseline to follow-up data were assessed in multiple domains among students and teachers. After 1 year of intervention, students had significantly fewer mental health difficulties, less functional impairment, and improved behavior, and reported improved mental health knowledge, attitudes, beliefs, and behavioral intentions. Teachers reported significantly greater proficiency in managing mental health problems in their classrooms. School staff overwhelmingly endorsed satisfaction with the program. If the observed favorable findings from this pilot demonstration can be replicated in methodologically rigorous studies, additional support would be garnered for national policy recommendations about comprehensive school mental health services. © 2011, American School Health Association.

Comprehensive Computer-Based Instructional Programs: What Works for Educationally Disadvantaged Students?

ERIC Educational Resources Information Center

Swan, Karen; And Others

The Computer Pilot Program of the Division of Computer Information Services of the New York City Board of Education was designed to investigate the claim that comprehensive computer-based instruction (CBI) might best be used to improve the basic skills of educationally disadvantaged students. This ongoing project is designed to identify…

Comprehensive Russian Instructional Program, 1983-1984: OEA Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn. Office of Educational Assessment.

In 1983-84, the second and final year of funding, Project CRIP (Comprehensive Russian Instructional Program) provided career orientation and support services to 430 Russian-speaking student of limited English proficiency (LEP) at three public and four private high schools in Brooklyn and Queens, New York. All of the students were foreign-born and…

Best Practices for Youth-Friendly Sexual and Reproductive Health Services in Schools. Best Practices

ERIC Educational Resources Information Center

Gautam, Sulava

2012-01-01

Schools are in a unique position to provide their students comprehensive health services and referrals to community-based health centers, due to their accessibility to students and their ability to provide health education targeted specifically for young people. Schools have the important responsibility of addressing the needs of students by…

Working with International Students in the U.S. and Beyond: A Summary of Survey Research by NCDA International Student Services Committee

ERIC Educational Resources Information Center

Balin, Elif; Anderson, Nicole M.; Chudasama, Satomi Y.; Kanagasingam, Sutha K.; Zhang, Lily

2016-01-01

The career development process is one of the most important aspects of the international student experience. Providing comprehensive and culturally competent services requires institutional efforts that utilize best practices developmentally throughout the college experience and beyond. This article is based on the work of the International…

Comprehensive Russian Instructional Program. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Shore, Rima; Schulman, Robert

Project CRIP (Comprehensive Russian Instructional Program) in its first year provided career orientation and support services to 460 Russian-speaking students of limited English proficiency at three public and four private high schools in Brooklyn and Queens, New York. The primary project goal was to help students to plan and prepare for future…

Employment Support Services for Students with Intellectual and Developmental Disabilities Attending Postsecondary Education Programs

ERIC Educational Resources Information Center

Petcu, Stefania D.; Chezan, Laura C.; Van Horn, M. Lee

2015-01-01

Our purpose in this study is to offer a more comprehensive understanding of how students with intellectual and developmental disabilities attending postsecondary education programs are prepared for competitive employment. Data collected through a national survey indicate that the vocational-related support services offered frequently by…

A Response to Factory Closings: A Career Development Approach.

ERIC Educational Resources Information Center

Deady, John; White, Winifred Parker

This report describes the Career Planning Center, formerly the Institute for Vocational Readiness program, run by the Student Services Division of the Milwaukee Area Technical College. It briefly describes services offered by the center which are focused around a comprehensive diagnostic approach, offering students help in developing a positive…

Competencies for the provision of comprehensive medication management services in an experiential learning project.

PubMed

Mendonça, Simone de Araújo Medina; Freitas, Erika Lourenço de; Ramalho de Oliveira, Djenane

2017-01-01

To understand students' and tutors' perceptions of the development of clinical competencies for the delivery of comprehensive medication management services in an experiential learning project linked to a Brazilian school of pharmacy. An autoethnographic qualitative study was carried out based on participant observation, focus groups and individual interviews with students and tutors involved in an experiential learning project. The study revealed the development of competencies related to the philosophy of practice, the pharmacotherapy workup of drug therapy and interprofessional relationships. The experiential learning project contributed to the professional development of pharmacy students in pharmaceutical care practice, pointing to its potential benefits for incorporation into professional pharmacy curricula.

Comprehensive dental services for an underserved and medically compromised population provided through a community partnership and service learning.

PubMed

Chávez, Elisa M; LaBarre, Eugene; Fredekind, Richard; Isakson, Paul

2010-01-01

The University of the Pacific, Arthur A. Dugoni School of Dentistry in San Francisco established a comprehensive dental care program at Laguna Honda Hospital, a public, skilled nursing facility. The program had three goals: (1) to provide dental students and residents an opportunity to provide oral health care for adults who were frail and medically compromised who could not come into the clinics, (2) to increase students' access to patients who needed removable prosthodontics, and (3) to fulfill Pacific's commitment to public service. Laguna Honda and Pacific pooled their resources to bring comprehensive dental care to patients who were not able to access the dental school clinics. The long-term goals are to restore and maintain the oral health of those who reside in the facility, and to educate future dentists to provide oral health care for similar populations.

College Access and Success for Students Experiencing Homelessness: A Toolkit for Educators and Service Providers

ERIC Educational Resources Information Center

Dukes, Christina

2013-01-01

This toolkit serves as a comprehensive resource on the issue of higher education access and success for homeless students, including information on understanding homeless students, assisting homeless students in choosing a school, helping homeless students pay for application-related expenses, assisting homeless students in finding financial aid…

Position of the American Dietetic Association, Society for Nutrition Education, and American School Food Service Association--Nutrition services: an essential component of comprehensive school health programs.

PubMed

Briggs, Marilyn; Safaii, SeAnne; Beall, Deborah Lane

2003-04-01

It is the position of the American Dietetic Association (ADA), the Society for Nutrition Education (SNE), and the American School Food Service Association (ASFSA) that comprehensive nutrition services must be provided to all of the nation's preschool through grade twelve students. These nutrition services shall be integrated with a coordinated, comprehensive school health program and implemented through a school nutrition policy. The policy should link comprehensive, sequential nutrition education; access to and promotion of child nutrition programs providing nutritious meals and snacks in the school environment; and family, community, and health services' partnerships supporting positive health outcomes for all children. Childhood obesity has reached epidemic proportions and is directly attributed to physical inactivity and diet. Schools can play a key role in reversing this trend through coordinated nutrition services that promote policies linking comprehensive, sequential nutrition education programs, access to and marketing of child nutrition programs, a school environment that models healthy food choices, and community partnerships. This position paper provides information and resources for nutrition professionals to use in developing and supporting comprehensive school health programs. J Am Diet Assoc. 2003;103:505-514.

One-Stop Shop

ERIC Educational Resources Information Center

Protheroe, Nancy

2010-01-01

Full-service community schools do more than educate; they partner with the community to provide the supports and services that students and families need through one comprehensive, coordinated effort. By offering services on-site, full-service schools can help eliminate some barriers that families face such as problems with transportation, lack of…

Understanding Diverse Students. New Directions for Community Colleges, No. 3.

ERIC Educational Resources Information Center

Knoell, Dorothy M., Ed.

1973-01-01

A predominant function of community colleges is the education and guidance of students from widely varying backgrounds and with diverse interests and objectives. This sourcebook examines the major student clienteles for whom comprehensive two-year colleges must plan programs and services. The articles consider transfer students; occupational…

Where Have All the Sparrows Gone?: Rethinking Chapter I Services.

ERIC Educational Resources Information Center

Standerford, N. Suzanne

1993-01-01

Describes a restructured Chapter 1 program that provided supplemental support within the students' classrooms to raise expectations for Chapter 1 students' performance. Notes that expectations of teachers and students increased; portfolios of student work showed steady improvement in reading comprehension and writing ability; and standardized test…

School-based clinics: their role in helping students meet the 1990 objectives.

PubMed

Dryfoos, J G; Klerman, L V

1988-01-01

Service statistics and observations from site visits across the country indicate that school-based clinics (SBCs) may be having an impact on several of the problems targeted in the 1990 health objectives, including unplanned pregnancy and substance abuse. At least 120 junior and senior high schools in 61 communities are currently operating or developing clinics. Growth is attributed to increasing concern about high-risk youth, especially among educators in their roles of "surrogate parents"; to disillusion with categorical interventions and a movement toward more comprehensive services; and to student, parent, school, and community approval of the new programs. This article describes the comprehensive school-based clinic model, including its history, organizational strategies, school/community partnerships, and services.

Promoting Persistence through Comprehensive Student Supports

ERIC Educational Resources Information Center

McDonnell, Rachel Pleasants; Soricone, Lisa

2014-01-01

This publication was developed to support the colleges Jobs For the Future (JFF) works with through Accelerating Opportunity, as well as other institutions in search of strategies to enhance their capacity to provide comprehensive supports. The goal of this paper is to provide clarity on what it means to provide comprehensive support services,…

Effects of a Read-Aloud Modification on a Standardized Reading Test

ERIC Educational Resources Information Center

Crawford, Lindy; Tindal, Gerald

2004-01-01

Researchers investigated the effects of a read-aloud modification on students' performance on a reading comprehension test. A total of 338 students in Grades 4 and 5 participated; 76 of these students (22%) received special education services, the majority of whom were labeled learning disabled. Students completed a standardized reading…

Career Development Needs of Low Socio-Economic Status University Students

ERIC Educational Resources Information Center

Doyle, Erin

2011-01-01

With increased funding from the Australian federal government to improve the enrolments of students with low socio-economic status into university, identifying the career needs of this student cohort is of utmost importance, if indeed they are different from other university students. This will ensure career services offer comprehensive and…

Comprehensive School Alienation Program, Guidelines.

ERIC Educational Resources Information Center

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

This document presents guidelines developed by the Hawaii State Department of Education's Comprehensive School Alienation Program to consolidate and strengthen the delivery of services to alienated students. It is intended to assist district staff, school administrators, and project personnel in planning and implementing program activities and…

Fostering Counseling Students' Career Information Literacy through a Comprehensive Career Web Site

ERIC Educational Resources Information Center

Zalaquett, Carlos P.; Osborn, Debra S.

2007-01-01

Counseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student…

Improving text comprehension: scaffolding adolescents into strategic reading.

PubMed

Ukrainetz, Teresa A

2015-02-01

Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The Implementation of the Full Service School Reform Model and Its Impact on Middle School Climate and Student Achievement: An Investigative Study

ERIC Educational Resources Information Center

Johnson, Joseph Hamilton

2012-01-01

The Full Service Schools (FSS) reform model is an inter-agency collaboration between the District of Columbia Public Schools (DCPS), Choices, Inc., Insights Education Group and the DC Department of Mental Health. This comprehensive school reform model is based in the Response to Intervention paradigm and is designed to mitigate student academic…

Academic Advising as a Comprehensive Campus Process. Monograph Series, No. 2.

ERIC Educational Resources Information Center

Glennen, Robert E., Ed.; Vowell, Faye N., Ed.

The 22 papers of this monograph review academic advising from the perspective of three types of campus activities: administrative support services, academic advising services, and student support services. The papers include: (1) "Obtaining Presidential Support for Advising" (Robert E. Glennen); (2) "Faculty Affairs" (David H. Goldenberg and Steve…

Competencies for the provision of comprehensive medication management services in an experiential learning project

PubMed Central

de Freitas, Erika Lourenço; Ramalho de Oliveira, Djenane

2017-01-01

Objective To understand students’ and tutors’ perceptions of the development of clinical competencies for the delivery of comprehensive medication management services in an experiential learning project linked to a Brazilian school of pharmacy. Methods An autoethnographic qualitative study was carried out based on participant observation, focus groups and individual interviews with students and tutors involved in an experiential learning project. Results The study revealed the development of competencies related to the philosophy of practice, the pharmacotherapy workup of drug therapy and interprofessional relationships. Conclusions The experiential learning project contributed to the professional development of pharmacy students in pharmaceutical care practice, pointing to its potential benefits for incorporation into professional pharmacy curricula. PMID:28950021

Measuring school health center impact on access to and quality of primary care.

PubMed

Gibson, Erica J; Santelli, John S; Minguez, Mara; Lord, Alyssa; Schuyler, Ashley C

2013-12-01

School health centers (SHC) that provide comprehensive health care may improve access and quality of care for students; however, published impact data are limited. We evaluated access and quality of health services at an urban high school with a SHC compared with a school without a SHC, using a quasiexperimental research design. Data were collected at the beginning of the school year, using a paper and pencil classroom questionnaire (n = 2,076 students). We measured SHC impact in several ways including grade by school interaction terms. Students at the SHC school were more likely to report having a regular healthcare provider, awareness of confidential services, support for health services in their school, and willingness to utilize those services. Students in the SHC school reported higher quality of care as measured by: respect for their health concerns, adequate time with the healthcare provider, understandable provider communications, and greater provider discussion at their last visit on topics such as sexual activity, birth control, emotions, future plans, diet, and exercise. Users of the SHC were also more likely to report higher quality of care, compared with either nonusers or students in the comparison school. Access to comprehensive health services via a SHC led to improved access to health care and improved quality of care. Impact was measureable on a school-wide basis but was greater among SHC users. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Medical Student Psychiatric Education in Neighborhood Health Settings.

ERIC Educational Resources Information Center

Morrison, Andrew P.

1978-01-01

Harvard medical students in a psychiatric rotation at the Massachusetts Mental Health Center may elect to do part of their work in a neighborhood comprehensive health center in which primary care services are offered. Students are exposed to a multiprofessional and mixed professional-paraprofessional staff, as well as to special patient problems.…

A Model Program of Comprehensive Educational Services for Students With Learning Problems.

ERIC Educational Resources Information Center

Union Township Board of Education, NJ.

Programs are described for learning-disabled or mantally-handicapped elementary and secondary students in regular and special classes in Union, New Jersey, and approximately 58 instructional episodes involving student made objects for understanding technology are presented. In part one, components of the model program such as the multi-learning…

34 CFR 656.21 - What selection criteria does the Secretary use to evaluate an application for a comprehensive...

Code of Federal Regulations, 2012 CFR

2012-07-01

... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... extent to which the Center provides academic and career advising services for students; the extent to...

34 CFR 656.21 - What selection criteria does the Secretary use to evaluate an application for a comprehensive...

Code of Federal Regulations, 2010 CFR

2010-07-01

... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... extent to which the Center provides academic and career advising services for students; the extent to...

34 CFR 656.21 - What selection criteria does the Secretary use to evaluate an application for a comprehensive...

Code of Federal Regulations, 2013 CFR

2013-07-01

... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... extent to which the Center provides academic and career advising services for students; the extent to...

34 CFR 656.21 - What selection criteria does the Secretary use to evaluate an application for a comprehensive...

Code of Federal Regulations, 2011 CFR

2011-07-01

... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... extent to which the Center provides academic and career advising services for students; the extent to...

34 CFR 656.21 - What selection criteria does the Secretary use to evaluate an application for a comprehensive...

Code of Federal Regulations, 2014 CFR

2014-07-01

... other libraries or on-line databases and the extent to which teachers, students, and faculty from other... extent to which the Center provides academic and career advising services for students; the extent to...

Maximizing the Promise of Community Schools: Streamlining Wraparound Services for ESEA

ERIC Educational Resources Information Center

Chang, Theodora

2011-01-01

As Congress moves to reauthorize the Elementary and Secondary Education Act, or ESEA, it should authorize a program to provide comprehensive services that create the conditions for students to learn in the classroom. These "wraparound" support services range from primary health and dental care to family engagement strategies. For many…

Coordinated Strategies to Help the Whole Child: Examining the Contributions of Full-Service Community Schools

ERIC Educational Resources Information Center

Biag, Manuelito; Castrechini, Sebastian

2016-01-01

Full-service community schools are designed to increase students, and families' access to comprehensive and coordinated supports, services, and programs such as medical care, food aid, and enrichment activities. Despite widespread support, the research base documenting the efficacy of community schools is still emerging. Analyzing longitudinal…

Twenty Years of Successful Private Management. The Debate over Private vs. Public Management of Food Service.

ERIC Educational Resources Information Center

Riegel, Ronald B.

1994-01-01

Companies such as ARA Services provide lunch every day to more than 1 million students in over 280 school districts nationwide. An Illinois superintendent lists several reasons for school districts to consider "outsourcing" their food-service operations, including cost-saving opportunities, capacity for offering comprehensive services…

Public Service Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the public service education component of Florida's comprehensive vocational…

Review of "Successful, Safe, and Healthy Students"

ERIC Educational Resources Information Center

Glass, Gene V.; Barnett, Steven; Welner, Kevin G.

2010-01-01

The research summary "Successful, Safe, and Healthy Students" presents the research background for the Obama administration's proposals for comprehensive, community-wide services in high-poverty neighborhoods, extended learning time, family engagement and safe schools. While these policies have broad and common-sense appeal, the research…

Characteristics of school-based health services associated with students' mental health.

PubMed

Denny, Simon; Howie, Hamish; Grant, Sue; Galbreath, Ross; Utter, Jennifer; Fleming, Theresa; Clark, Terryann

2018-01-01

Objective School-based health services (SBHS) have been shown to improve access to mental health services but the evidence of their effectiveness on students' mental health is lacking. Our objective was to examine associations between variation in the provision of SBHS and students' mental health. Methods A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted in March-November 2012. Students' mental health is related to data on school health services obtained from clinic leaders and clinicians from 90 participating high schools. Results After adjustment for socio-demographic differences in students between schools, increasing levels of services were associated with progressively lower levels of student-reported depressive symptoms (p = 0.002), emotional and behavioural difficulties (p = 0.004) and suicidality (p = 0.008). Services with greater levels of nursing hours (p = 0.02) and those that performed routine, comprehensive psychosocial assessments (p = 0.01) were both associated with lower levels of student-reported depressive symptoms. Greater levels of nursing hours and doctor hours were associated with lower self-reported suicidality among students. Conclusions Although a causal association between school-based health services and students' mental health cannot be demonstrated, these findings support the benefit of such services and the need for a cluster randomized trial.

Development of a Health Literacy Assessment for Young Adult College Students: A Pilot Study

ERIC Educational Resources Information Center

Harper, Raquel

2014-01-01

Objective: The purpose of this study was to develop a comprehensive health literacy assessment tool for young adult college students. Participants: Participants were 144 undergraduate students. Methods: Two hundred and twenty-nine questions were developed, which were based on concepts identified by the US Department of Health and Human Services,…

The Effects of No Child Left Behind on School Services and Student Outcomes. Conference Paper

ERIC Educational Resources Information Center

Reback, Randall; Rockoff, Jonah E.; Schwartz, Heather L.

2009-01-01

Under the "No Child Left Behind Act" (NCLB), in theory, schools on the margin for meeting AYP face strong short-term incentives to increase students' pass rates on specific exams, and may change their behavior accordingly. Using a comprehensive, national, school-level data set concerning schools' AYP status, student characteristics, and…

Public Service Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs in public service education offered at the secondary or postsecondary level as a part of Florida's comprehensive vocational education program.…

Family-School Collaboration Services: Beliefs into Action

ERIC Educational Resources Information Center

Miller, Gloria E.; Arthur-Stanley, Amanda; Lines, Cathy

2012-01-01

The recently adopted NASP "Model for Comprehensive and Integrated School Psychological Services" consists of 10 domains of practice that describe the competencies of school psychologists to effectively support the positive educational, behavioral, and mental health outcomes of all students. Anastasia Skalski (2010), NASP Director of…

34 CFR 606.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2010 CFR

2010-07-01

... comprehensive development plan must include the following: (1) An analysis of the strengths, weaknesses, and...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods... proposed project. (5) Its five year plan to improve its services to Hispanic and other low-income students...

34 CFR 606.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2012 CFR

2012-07-01

... comprehensive development plan must include the following: (1) An analysis of the strengths, weaknesses, and...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods... proposed project. (5) Its five year plan to improve its services to Hispanic and other low-income students...

34 CFR 606.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2011 CFR

2011-07-01

... comprehensive development plan must include the following: (1) An analysis of the strengths, weaknesses, and...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods... proposed project. (5) Its five year plan to improve its services to Hispanic and other low-income students...

34 CFR 606.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2014 CFR

2014-07-01

... comprehensive development plan must include the following: (1) An analysis of the strengths, weaknesses, and...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods... proposed project. (5) Its five year plan to improve its services to Hispanic and other low-income students...

34 CFR 606.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2013 CFR

2013-07-01

... comprehensive development plan must include the following: (1) An analysis of the strengths, weaknesses, and...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods... proposed project. (5) Its five year plan to improve its services to Hispanic and other low-income students...

Implementing a Transition Career Education Program for Secondary Students with Disabilities.

ERIC Educational Resources Information Center

Spring, Shannon Harrelson

This practicum developed a program to help students with disabilities to locate adequate employment, utilize community services, and live independently in the community. Practicum activities involved developing a comprehensive K-12 vocational curriculum, developing a policies and procedures manual for competitive/supportive employment, increasing…

PROCEEDINGS OF THE STATEWIDE JUNIOR COLLEGE CONFERENCE (2ND, PEORIA, NOVEMBER 16-18, 1967).

ERIC Educational Resources Information Center

DARNES, G. ROBERT, ED.

AN ADDRESS ON EXCELLENCE AND RESPONSIBILITY IN DEMOCRATIC EDUCATION OPENED THIS CONFERENCE. SUBSEQUENT SPEAKERS COVERED THE COMPREHENSIVE PROGRAM OF ILLINOIS PUBLIC JUNIOR COLLEGES, THEIR EVALUATION AND ACCREDITATION, COCURRICULAR ACTIVITIES AND STUDENT GOVERNMENT, STUDENT HANDBOOKS, DATA FOR SELECTIVE SERVICE BOARDS, A DESCRIPTION OF CALIFORNIA'S…

The "RAP" on Reading Comprehension

ERIC Educational Resources Information Center

Hagaman, Jessica L.; Luschen, Kati; Reid, Robert

2010-01-01

Reading problems are one of the most frequent reasons students are referred for special education services and the disparity between students with reading difficulties and those who read successfully appears to be increasing. As a result, there is now an emphasis on early intervention programs such as RTI. In many cases, early intervention in…

Educational Leadership and Comprehensive Reform for Improving Equity and Access for All

ERIC Educational Resources Information Center

Yavuz, Olcay

2016-01-01

Disparities in college access for underrepresented urban students are one of the most urgent educational problems of America's education system. In response to growing national concern, this longitudinal study investigated how school leaders worked collaboratively with key stakeholders to implement research-supported student services in order to…

Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance

ERIC Educational Resources Information Center

Bradley, Renee; Doolittle, Jennifer; Bartolotta, Robert

2008-01-01

The purpose of this article is to add to the discussion regarding identification of students with emotional and behavioral disorders (EBD). In addition, the article discusses services that students with EBD receive and their outcomes. The article reviews data from several national longitudinal studies to present a comprehensive picture of issues…

Metacognitive Reading and Study Strategies and Academic Achievement of University Students with and without a History of Reading Difficulties

ERIC Educational Resources Information Center

Bergey, Bradley W.; Deacon, S. Hélène; Parrila, Rauno K.

2017-01-01

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a…

Critical Dialogues about the Reading Process with In-Service Teachers and Children

ERIC Educational Resources Information Center

Kim, Koomi; Liwanag, Maria Perpetua; Henderson, Violet; Duckett, Peter

2014-01-01

This article investigates how teacher educators and teachers collaborate via dialogic interactions to support the development of elementary students' reading strategies. By implementing comprehension-centered reading tools such as the Burke reading interview and strategy rulers in partnership with in-service teachers, we are able to sustain…

34 CFR 606.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2014 CFR

2014-07-01

..., and student service programs designed to improve academic success. (6) Funds management... development courses. (6) Developing or improving community-based or community services programs, unless the...) Planning grants. Under a planning grant, a grantee shall formulate— (1) A comprehensive development plan...

34 CFR 606.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2013 CFR

2013-07-01

..., and student service programs designed to improve academic success. (6) Funds management... development courses. (6) Developing or improving community-based or community services programs, unless the...) Planning grants. Under a planning grant, a grantee shall formulate— (1) A comprehensive development plan...

34 CFR 606.10 - What activities may and may not be carried out under a grant?

Code of Federal Regulations, 2012 CFR

2012-07-01

..., and student service programs designed to improve academic success. (6) Funds management... development courses. (6) Developing or improving community-based or community services programs, unless the...) Planning grants. Under a planning grant, a grantee shall formulate— (1) A comprehensive development plan...

A University-Assisted, Place-Based Model for Enhancing Students' Peer, Family, and Community Ecologies

ERIC Educational Resources Information Center

Lawson, Michael A.; Alameda-Lawson, Tania; Richards, K. Andrew R.

2016-01-01

Community schools have recently (re)emerged in the United States as a vital, comprehensive strategy for addressing poverty-related barriers to children's school learning. However, not all low-income school communities are endowed with the resources needed to launch a comprehensive array of school-based/linked services and programs. In this…

The clinical nurse specialist's role in school health.

PubMed

Ross, S K

1999-01-01

This article explores the role of the clinical nurse specialist (CNS) in school health. School nurse roles and responsibilities are expanding from their original emphasis on providing direct care and education to children and their parents to community-oriented care. CNS roles and practice areas have expanded to fill needs in a variety of settings, with a variety of clients. The identified CNS roles of clinician, educator, consultant, researcher, and leader/manager provide a comprehensive approach to providing school health services directly to individuals and indirectly through community-oriented care. A CNS's expertise is essential to assist with providing comprehensive care to students, their families, and the community through comprehensive school health services.

National College Progression Rates: For High Schools Participating in the National Student Clearinghouse StudentTracker Service. High School Benchmarks

ERIC Educational Resources Information Center

National Student Clearinghouse, 2014

2014-01-01

This second annual report provides high school-to-college transition rates for graduates of public non-charter, public charter, and private high schools. For students of public non-charter high schools the rates are reported in 12 categories based on the school-level demographic and geographic characteristics. This timely and comprehensive data is…

Reaching and Teaching: A Comprehensive Guidebook for Identifying and Educating Gifted Students in West Virginia

ERIC Educational Resources Information Center

West Virginia Department of Education, 2003

2003-01-01

This guidebook has been written to provide direction, guidance and resources for classroom teachers, gifted facilitators, related services staff and administrators so that educators might better serve the gifts of all students. This user-friendly manual is a complement to "Policy 2419: Regulations for the Education of Exceptional…

The School Counsellor: An Essential Partner in Today's Coordinated School Health Climate

ERIC Educational Resources Information Center

Henry, Jean; McNab, Warren; Coker, J. Kelly

2005-01-01

Youth today face many health, educational, and social challenges not experienced at such epidemic levels by previous generations of young people. By providing collaborative, comprehensive services that address student needs and promote learning and healthy development, a coordinated school health team can help students succeed in school, as well…

Speaking in Tongues: Can International Graduate Students Read International Graduate Admissions Materials?

ERIC Educational Resources Information Center

Taylor, Zachary W.

2017-01-01

A recent Educational Testing Services report (2016) found that international graduate students with a TOEFL score of 80--the minimum average TOEFL score for graduate admission in the United States--usually possess reading subscores of 20, equating to a 12th-grade reading comprehension level. However, one public flagship university's international…

A Comprehensive Inventory of Language Development Documentation Data in the Ontario-Montclair School District.

ERIC Educational Resources Information Center

Mitchell, Douglas E.; Karam, Rita

The report describes a project to document the content, nature, and effectiveness of services to limited-English-proficient (LEP) students in the Ontario-Montclair School District (California), which has a high concentration of LEP students and a variety of English language development (ELD) programs. The district developed a comprehensive…

Migrant Education Health Program 1990. Final Report.

ERIC Educational Resources Information Center

Colorado State Dept. of Health, Denver.

The Colorado Migrant Education Program and the Colorado Migrant Health Program (CMHP) together plan and implement a comprehensive health program for migrant summer school students on a yearly basis. This report provides statistical data about the health status of the migrant students and the health services provided to them during the 1990…

Service at the Heart of Learning: Teachers' Writings.

ERIC Educational Resources Information Center

Cousins, Emily, Ed.; Mednick, Amy, Ed.

Expeditionary Learning Outward Bound (ELOB) is a framework for comprehensive school improvement that uses the philosophy and pedagogy of Outward Bound to make learning more hands-on, project-based, and adventurous. One of the 10 ELOB design principles is service and compassion. This book by teachers in ELOB schools contains accounts of students'…

Educational Partnerships: Connecting Schools, Families, and the Community

ERIC Educational Resources Information Center

Cox-Petersen, Amy

2010-01-01

This comprehensive text helps prepare pre-service and in-service teachers to build and sustain family, school, and community partnerships that are vital to student success. Focusing on grades preK-8, and with a particular emphasis on diverse families and learners, this book helps teachers to overcome barriers, create action plans, and sustain…

Beating the Odds (BTO) Program: A Comprehensive Support System for Teachers and Families of At-Risk Students.

ERIC Educational Resources Information Center

Opuni, Kwame A.; And Others

This paper evaluates the effectiveness of the Beating the Odds (BTO) program of the Houston (Texas) schools in the 1990-91 school year, the third and final year of Phase I of the program. The BTO program provided training workshops for teachers of at-risk students and direct counseling and social service support for at-risk students in a selected…

Supporting Students with Incarcerated Parents in Schools: A Group Intervention

ERIC Educational Resources Information Center

Lopez, Caroline; Bhat, Christine Suniti

2007-01-01

Although it is clear that parental incarceration has adverse effects on children, there is limited information about effective services for helping this population. With an increase in the number of parents of minor children in jail, there is a need for schools to assist affected students in a structured and comprehensive manner. The purpose of…

Comprehensive Assessment of Student Collaboration in Electronic Portfolio Construction: An Evaluation Research

ERIC Educational Resources Information Center

Wang, Charles Xiaoxue

2009-01-01

Over the past four years, the Technology Proficiency Self-Assessment (TPSA) created by Ropp (n.d.) and the Student Information Survey designed by Shoffner (2007a) were used to monitor the technology integration competence of pre-service teachers in a technology integration course at Georgia State University. The data collected and class…

Standardized Testing of Special Education Students: A Comparison of Service Type and Test Scores

ERIC Educational Resources Information Center

Hogan-Young, Christine

2013-01-01

The purpose of this study was to determine if there was a difference in Tennessee Comprehensive Assessment Program Modified Academic Achievement Standards (TCAP MAAS) achievement test scores for special education students who receive their instruction in the resource classroom or in an inclusion classroom. The study involved third, fourth, and…

Sex Doesn't Matter: The Role of Gender in the Formation of Student-University Relationships

ERIC Educational Resources Information Center

Bowden, Jana; Wood, Leigh

2011-01-01

As competition intensifies, higher education providers are facing ever more complex challenges in attracting and retaining students. These new marketing challenges have necessitated a need to more comprehensively understand the factors that lead to positive perceptions of the institutions services, as well as positive referral of the brand. This…

Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College

ERIC Educational Resources Information Center

Upcraft, M. Lee, Ed.; Gardner, John N., Ed.; Barefoot, Betsy O., Ed.

2004-01-01

An authoritative, comprehensive guide to the first year of college, this book includes the most current information about the policies, strategies, programs, and services designed to help first-year students make a successful transition to college and fulfill their educational and personal goals. Following the introduction, "The First Year of…

Food Service Curriculum for High School Grades 11 & 12.

ERIC Educational Resources Information Center

Jenkins, Sandra; Dennis, Pamela

This curriculum guide is designed to provide a comprehensive educational base for food service programs. It is suitable for use in one- or two-year programs, although instructors in one-year programs will have to be selective in choice of topics. The guide is divided into 14 curriculum topics. Each topic area includes student competencies; a…

Indications of comprehensiveness in the pedagogical relationship: a design to be constructed in nursing education.

PubMed

Lima, Margarete Maria de; Reibnitz, Kenya Schmidt; Kloh, Daiana; Martini, Jussara Gue; Backes, Vania Marli Schubert

2017-11-27

To analyze how the indications of comprehensiveness translate into the teaching-learning process in a nursing undergraduate course. Qualitative case study carried out with professors of a Nursing Undergraduate Course. Data collection occurred through documentary analysis, non-participant observation and individual interviews. Data analysis was guided from an analytical matrix following the steps of the operative proposal. Eight professors participated in the study. Some indications of comprehensiveness such as dialogue, listening, mutual respect, bonding and welcoming are present in the daily life of some professors. The indications of comprehensiveness are applied by some professors in the pedagogical relationship. The results refer to the Comprehensiveness of teaching-learning in a single and double loop model, and in this the professor and the student assume an open posture for new possibilities in the teaching-learning process. Comprehensiveness, as it is recognized as a pedagogical principle, allows the disruption of a professor-centered teaching and advances in collective learning, enabling the professor and student to create their own design anchored in a reflective process about their practices and the reality found in the health services.

Development of a Behavior Change Intervention to Improve Sexual Health Service Use Among University Undergraduate Students: Mixed Methods Study Protocol.

PubMed

Cassidy, Christine; Steenbeek, Audrey; Langille, Donald; Martin-Misener, Ruth; Curran, Janet

2017-11-02

University students are at risk for acquiring sexually transmitted infections and suffering other negative health outcomes. Sexual health services offer preventive and treatment interventions that aim to reduce these infections and associated health consequences. However, university students often delay or avoid seeking sexual health services. An in-depth understanding of the factors that influence student use of sexual health services is needed to underpin effective sexual health interventions. In this study, we aim to design a behavior change intervention to address university undergraduate students' use of sexual health services at two universities in Nova Scotia, Canada. This mixed methods study consists of three phases that follow a systematic approach to intervention design outlined in the Behaviour Change Wheel. In Phase 1, we examine patterns of sexual health service use among university students in Nova Scotia, Canada, using an existing dataset. In Phase 2, we identify the perceived barriers and enablers to students' use of sexual health services. This will include focus groups with university undergraduate students, health care providers, and university administrators using a semistructured guide, informed by the Capability, Opportunity, Motivation-Behaviour Model and Theoretical Domains Framework. In Phase 3, we identify behavior change techniques and intervention components to develop a theory-based intervention to improve students' use of sexual health services. This study will be completed in March 2018. Results from each phase and the finalized intervention design will be reported in 2018. Previous intervention research to improve university students' use of sexual health services lacks a theoretical assessment of barriers. This study will employ a mixed methods research design to examine university students' use of sexual health service and apply behavior change theory to design a theory- and evidence-based sexual health service intervention. Our approach will provide a comprehensive foundation to co-design a theory-based intervention with service users, health care providers, and administrators to improve sexual health service use among university students and ultimately improve their overall health and well-being. ©Christine Cassidy, Audrey Steenbeek, Donald Langille, Ruth Martin-Misener, Janet Curran. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 02.11.2017.

Complete Guide to Special Education Transition Services: Ready-to-Use Help and Materials for Successful Transitions from School to Adulthood.

ERIC Educational Resources Information Center

Pierangelo, Roger; Crane, Rochelle

This book is intended to provide a comprehensive guide to the transition of students from special education programs into adulthood. The 13 chapters address the following specific issues, with sample sub-topics indicated in parentheses: (1) fundamentals of transition services (self-determination, importance of keeping records); (2) transitional…

A Survey of Mental Health Services at Post-Secondary Institutions in Alberta

PubMed Central

Heck, Emma; Jaworska, Natalia; DeSomma, Elisea; Dhoopar, Arjun Sunny; MacMaster, Frank P; Dewey, Deborah; MacQueen, Glenda

2014-01-01

Objectives: The relatively high prevalence of mental health problems among students at post-secondary institutions in Canada is well documented; in contrast, less is known about the adequacy of mental health services available to Canadian post-secondary students on campuses. Our study sought to examine the current state of campus mental health initiatives and services in Alberta as well as the extent to which resources identified in mental health literature as being key in mental health problem prevention and promotion appear to be available. Methods: A 60-question, online survey was sent to staff (primarily front-line workers; n = 45) at Alberta’s 26 publicly funded post-secondary institutions. Responses were organized according to small (less than 2000 students), medium (2000 to 10 000 students), and large (10 000 or more students) institutions. Results: All of Alberta’s post-secondary institutions were represented in the responses. Mental health initiatives and services are available, to varying extent, at all of Alberta’s post-secondary institutions. However, many institutions do not have initiatives and (or) services aimed at identifying students with mental health problems or policies for monitoring their mental health services. Additionally, smaller institutions are less likely to offer certain services (for example, gatekeeper training and campus medical services), compared with larger ones. Finally, a systematic review or an evaluation of services appears to be infrequently conducted. Conclusions: These findings highlight the need for post-secondary institutions in Alberta, and by extension in Canada, to develop and institute a comprehensive strategy to evaluate and optimize the delivery of mental health initiatives and services. PMID:25007278

More Graduates: Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. Policy Brief

ERIC Educational Resources Information Center

Scrivener, Susan; Weiss, Michael J.

2013-01-01

This policy brief presents results from a random assignment evaluation of the City University of New York's Accelerated Study in Associate Programs (ASAP). An ambitious and promising endeavor, ASAP provides a comprehensive array of services and supports to help community college students graduate and to help them graduate sooner. The evaluation…

The Platinum Bullet: An Experimental Evaluation of CUNY's Accelerated Study in Associate Program (ASAP)--New Three-Year Impacts, Cost Analyses, and Implementation Findings

ERIC Educational Resources Information Center

Weiss, Michael; Scrivener, Susan; Fresques, Hannah; Ratledge, Alyssa; Rudd, Tim; Sommo, Colleen

2014-01-01

The City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP) combines many of the ideas from a range of programs into a comprehensive model that requires students to attend school full-time, and provides supports and incentives for three years. ASAP's financial aid reforms, enhanced student services, and scheduling…

Full Service Community Schools: Prevention of Delinquency in Students with Mental Illness and/or Poverty

ERIC Educational Resources Information Center

Kronick, Robert F.

2005-01-01

This book is about children who are living dangerously close to the edge, the edge of delinquency, mental illness, and poverty. Beginning with a discussion of the role of Joy Dryfoos in the development of comprehensive schools, this work is based on the Full Service Schools program which began in 1998 in three elementary inner-city schools in…

Using an academic-community partnership model and blended learning to advance community health nursing pedagogy.

PubMed

Ezeonwu, Mabel; Berkowitz, Bobbie; Vlasses, Frances R

2014-01-01

This article describes a model of teaching community health nursing that evolved from a long-term partnership with a community with limited existing health programs. The partnership supported RN-BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face-to-face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community-based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery. © 2013 Wiley Periodicals, Inc.

Comparison of smartphone addiction and loneliness in high school and university students.

PubMed

Aktürk, Ümmühan; Budak, Funda; Gültekin, Abdurrezzak; Özdemir, Aysel

2018-03-30

This study was conducted to compare the relationship between the smartphone addiction and loneliness in high school and university students. A correlation and descriptive study from a convenience sample of 1156 high school and university students. Questionnaire, Smartphone Addiction scale, and Short Loneliness scale were used to collect the data of the study. No relationship was found between the smartphone addiction and loneliness in high school and university students. It is recommended to organize comprehensive training programs for the students and their families in the school health services. © 2018 Wiley Periodicals, Inc.

Effects of Physician-Based Preventive Oral Health Services on Dental Caries.

PubMed

Kranz, Ashley M; Preisser, John S; Rozier, R Gary

2015-07-01

Most Medicaid programs reimburse nondental providers for preventive dental services. We estimate the impact of comprehensive preventive oral health services (POHS) on dental caries among kindergarten students, hypothesizing improved oral health among students with medical visits with POHS. We conducted a retrospective study in 29,173 kindergarten students by linking Medicaid claims (1999-2006) with public health surveillance data (2005-2006). Zero-inflated regression models estimated the association between number of visits with POHS and (1) decayed, missing, and filled primary teeth (dmft) and (2) untreated decayed teeth while adjusting for confounding. Kindergarten students with ≥4 POHS visits averaged an adjusted 1.82 dmft (95% confidence interval: 1.55 to 2.09), which was significantly less than students with 0 visits (2.21 dmft; 95% confidence interval: 2.16 to 2.25). The mean number of untreated decayed teeth was not reduced for students with ≥4 POHS visits compared with those with 0 visits. POHS provided by nondental providers in medical settings were associated with a reduction in caries experience in young children but were not associated with improvement in subsequent use of treatment services in dental settings. Efforts to promote oral health in medical settings should continue. Strategies to promote physician-dentist collaborations are needed to improve continuity of care for children receiving dental services in medical settings. Copyright © 2015 by the American Academy of Pediatrics.

Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties.

PubMed

Bergey, Bradley W; Deacon, S Hélène; Parrila, Rauno K

2017-01-01

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success. © Hammill Institute on Disabilities 2015.

Effective Schools. What Makes a Public School Work Well?

ERIC Educational Resources Information Center

Our Children, 1998

1998-01-01

Most effective schools share a number of key characteristics, including clear-cut goals and objectives, adequate funding and financial management, quality academic programs, valid assessment programs, parent and family involvement, teacher and staff development, high expectations for students, community involvement, comprehensive support services,…

Exploring home visits in a faith community as a service-learning opportunity.

PubMed

du Plessis, Emmerentia; Koen, Magdalene P; Bester, Petra

2013-08-01

Within South Africa the Psychiatric Nursing Science curriculum in undergraduate Baccalaureate nursing education utilizes home visits as a service-learning opportunity. In this context faith communities are currently unexplored with regards to service-learning opportunities. With limited literature available on this topic, the question was raised as to what are these students' and family members' experience of home visits within a faith community. To explore and describe nursing students' and family members' experiences of home visits within a faith community. A qualitative approach was used that was phenomenological, explorative and descriptive and contextual in nature. The research was conducted within a faith community as service learning opportunity for Baccalaureate degree nursing students. This community was situated in a semi-urban area in the North-West Province, South Africa. Eighteen (n=18) final year nursing students from different cultural representations, grouped into seven groups conducted home visits at seven (n=7) families. Comprehensive reflective reporting after the visits, namely that the students participated in a World Café data collection technique and interviews were conducted with family members. Three main themes emerged: students' initial experiences of feeling overwhelmed but later felt more competent; students' awareness of religious and cultural factors; and students' perception of their role. Two main themes from the family members emerged: experiencing caring and growth. There is mutual benefit for nursing students and family members. Students' experiences progress during home visits from feeling overwhelmed and incompetent towards a trusting relationship. Home visits in a faith community seems to be a valuable service learning opportunity, and the emotional competence, as well as spiritual and cultural awareness of nursing students should be facilitated in preparation for such home visits. Copyright © 2012 Elsevier Ltd. All rights reserved.

Rural Cross-Sector Collaboration: A Social Frontier Analysis

ERIC Educational Resources Information Center

Miller, Peter M.; Scanlan, Martin K.; Phillippo, Kate

2017-01-01

Schools throughout the United States apply comprehensive community partnership strategies to address students' in- and out-of-school needs. Drawing from models like the Harlem Children's Zone, Promise Neighborhoods, and full-service community schools, such strategies call for diverse professionals to reach beyond their own organizations to…

Universal Design in Higher Education: From Principles to Practice

ERIC Educational Resources Information Center

Burgstahler, Sheryl E., Ed.; Cory, Rebecca C., Ed.

2008-01-01

"Universal Design in Higher Education" looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. "Universal Design in Higher Education" is a comprehensive guide for researchers and…

A Web-Based Review of Sexual and Reproductive Health Services Available at Colleges and Universities in Georgia.

PubMed

Cushing, Katherine F; Carson, Anna E; Short, Tyiesha D; Kot, Stefanie N; Tschokert, Merete; Sales, Jessica M

2018-04-13

Although two-thirds of graduating high school seniors attend college or university in the U.S., there is a paucity of national or state specific research regarding SRH services available on or near college and university campuses. A review of websites for all colleges and universities in Georgia was conducted to evaluate sexual health services available on campuses and evidence of referral to community providers. Of 96 colleges in Georgia, 44░had campus-located health centers, with only 3 at two-year colleges. Overall SRH service provision was low, with great variation between colleges. Distances between colleges and Title X clinics ranged from 0.33 to 35.45 miles. Many students lack access to campus health centers, and information on college websites regarding SRH service availability and referrals differs dramatically between campuses. In the absence of robust campus-located services, schools should highlight where students can obtain comprehensive SRH care in the community.

The healthy learner model for student chronic condition management--part I.

PubMed

Erickson, Cecelia DuPlessis; Splett, Patricia L; Mullett, Sara Stoltzfus; Heiman, Mary Bielski

2006-12-01

A significant number of children have chronic health conditions that interfere with normal activities, including school attendance and active participation in the learning process. Management of students' chronic conditions is complex and requires an integrated system. Models to improve chronic disease management have been developed for the medical system and public health. Programs that address specific chronic disease management or coordinate school health services have been implemented in schools. Lacking is a comprehensive, integrated model that links schools, students, parents, health care, and other community providers. The Healthy Learner Model for chronic condition management identifies seven elements for creating, implementing, and sustaining an efficient and effective, comprehensive community-based system for improving the management of chronic conditions for school children. It has provided the framework for successful chronic condition management in an urban school district and is proposed for replication in other districts and communities.

Lexical Profiles of Thailand University Admission Tests

ERIC Educational Resources Information Center

Cherngchawano, Wirun; Jaturapitakkul, Natjiree

2014-01-01

University Admission Tests in Thailand are important documents which reflect Thailand's education system. To study at a higher education level, all students generally need to take the University Admission Tests designed by the National Institute of Educational Testing Service (NIETS). For the English test, vocabulary and reading comprehension is…

Pre-Service Physics Teachers' Comprehension of Quantum Mechanical Concepts

ERIC Educational Resources Information Center

Didis, Nilufer; Eryilmaz, Ali; Erkoc, Sakir

2010-01-01

When quantum theory caused a paradigm shift in physics, it introduced difficulties in both learning and teaching of physics. Because of its abstract, counter-intuitive and mathematical structure, students have difficulty in learning this theory, and instructors have difficulty in teaching the concepts of the theory. This case study investigates…

Developing and Implementing a Counselor Evaluation Program.

ERIC Educational Resources Information Center

Bell, Priscilla J.; Acker, Kathleen E.

In the past several years, Tacoma Community College (TCC) has devoted increasing attention to evaluating faculty and staff performance. In recognition of the benefits of a growth-oriented evaluation process over a summative evaluation, the counselors and the Dean for Student Services at TCC developed a comprehensive evaluation system for…

The Future at Risk: Today's Children, Tomorrow's Students.

ERIC Educational Resources Information Center

Edelman, Marian Wright

1987-01-01

Educators are urged to address the problems of poverty and teen pregnancy that threaten the future college applicant pool through attention to education and strong basic skills, preparation for work, family life education and family planning, comprehensive adolescent health services, and an improved national and community climate. (MSE)

Severe Behavior Disorders of Children and Youth. Monograph in Behavioral Disorders, Volume 16.

ERIC Educational Resources Information Center

Rutherford, Robert B., Jr., Ed.; Mathur, Sarup R., Ed.

This volume presents 13 papers focusing on definition and assessment, interventions, comprehensive systems for services, and teacher training issues related to students with emotional and behavioral disorders. Papers include: "The State of the Art in Behavioral Disorders: Changing Problems, Populations, and Paradigms--Keynote Paper"…

Using Computer Technology To Monitor Student Progress and Remediate Reading Problems.

ERIC Educational Resources Information Center

McCullough, C. Sue

1995-01-01

Focuses on research about application of text-to-speech systems in diagnosing and remediating word recognition, vocabulary knowledge, and comprehension disabilities. As school psychologists move toward a consultative model of service delivery, they need to know about technology such as speech synthesizers, digitizers, optical-character-recognition…

The Really Useful Elementary Science Book

ERIC Educational Resources Information Center

Bloom, Jeffrey W.

2010-01-01

Amongst the challenges that elementary teachers may often face as they introduce their students to science is the need to maintain a solid understanding of the many scientific concepts and details themselves. This indispensible resource, intended for pre- and in-service elementary school teachers, provides concise and comprehensible explanation of…

Learning the Real-World Skills of the 21st Century

ERIC Educational Resources Information Center

Joyce, Patricia

2008-01-01

This article describes a summer internship program at South Houston High School which utilizes an innovative curriculum to teach students 21st century skills alongside core academics. Using the Transitions career education curriculum--a comprehensive curriculum created by ASCL Educational Services to fulfill Chicago Public Schools' need for soft…

Teaching and Learning Strategies

ERIC Educational Resources Information Center

Whitton, Diana

2015-01-01

"Teaching and Learning Strategies" is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons…

School-Based Adolescent Health Programs: The Oregon Approach. Innovations.

ERIC Educational Resources Information Center

Albert, Kate M.

Oregon has implemented a successful school-based clinic demonstration program. It was the first state to fund directly school-based clinics that provide comprehensive health services, including birth control counseling, to high school students. The program is administered through the Health Division of the Oregon Department of Human Resources,…

Restructuring at Fitchburg State College through Total Quality Management.

ERIC Educational Resources Information Center

Zide, Michele Moran; And Others

Fitchburg State College (Massachusetts), a comprehensive public college, initiated restructuring using Total Quality Management (TQM) techniques in December 1992. The effort's mission was to increase communication, to identify barriers to defined goals and service to students, and to find ways to overcome those barriers. Two surveys followed the…

Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.

PubMed

Kamhi, Alan G; Catts, Hugh W

2017-04-20

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

Student involvement in wellness policies: a study of Pennsylvania local education agencies.

PubMed

Jomaa, Lamis H; McDonnell, Elaine; Weirich, Elaine; Hartman, Terryl; Jensen, Leif; Probart, Claudia

2010-01-01

Explore student-involvement goals in local wellness policies (LWPs) of local education agencies (LEAs) in Pennsylvania (PA) and investigate associations with LEA characteristics. An observational study that helped examine student-involvement goals. Public PA LEAs. LWPs submitted by 539 PA public LEAs. Six student-involvement goals analyzed as dependent variables. Correlations between demographic and policy characteristics of LEAs and student-involvement goals were measured. Policies developed by LEAs were abstracted and analyzed. Logistic regression models were developed to analyze relationships between student-involvement goals and the demographic and policy characteristics of LEAs. Majority of LEAs included policy goals that address student involvement in an array of activities related to wellness policy, food service, and role modeling. Regression models showed that LEAs with comprehensive and strong policies were most likely to include student-involvement goals regardless of LEA location, enrollment, or socioeconomic status of students. Student engagement in school nutrition policies has been shown to increase student acceptance in an array of health-related areas and is therefore promising in the area of obesity prevention. Comprehensiveness and rigor of LWPs were strongly correlated with the inclusion of student-involvement goals on LWPs. The upcoming reauthorization of the Child Nutrition programs in 2010 creates a good opportunity to address student involvement in LWPs. Copyright © 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Do school-based health centers improve adolescents' access to health care, health status, and risk-taking behavior?

PubMed

Kisker, E E; Brown, R S

1996-05-01

The purpose of this investigation was to assess the School-Based Adolescent Health Care Program, which provided comprehensive health-related services in 24 school-based health centers. The outcomes evaluation compared a cohort of students attending 19 participating schools and a national sample of urban youths, using logit models to control for observed differences between the two groups of youths. Outcome measures included self-reports concerning health center utilization, use of other health care providers, knowledge of key health facts, substance use, sexual activity, contraceptive use, pregnancies and births, and health status. The health centers increased students' access to health care and improved their health knowledge. However, the estimated impacts on health status and risky behaviors were inconsistent, and most were small and not statistically significant. School-based health centers can increase students' health knowledge and access to health-related services, but more intensive or different services are needed if they are to significantly reduce risk-taking behaviors.

Simulation: A Complementary Method for Teaching Health Services Strategic Management

PubMed Central

Reddick, W. T.

1990-01-01

Rapid change in the health care environment mandates a more comprehensive approach to the education of future health administrators. The area of consideration in this study is that of health care strategic management. A comprehensive literature review suggests microcomputer-based simulation as an appropriate vehicle for addressing the needs of both educators and students. Seven strategic management software packages are reviewed and rated with an instrument adapted from the Infoworld review format. The author concludes that a primary concern is the paucity of health care specific strategic management simulations.

Mandated Reporting of Suspected Child Abuse: Ethics, Law and Policy. First Edition.

ERIC Educational Resources Information Center

Kalichman, Seth C.

Intended for those working in the human services professions as well as students, clinicians, and researchers, this book provides specific suggestions and guidelines for dealing with the ethical issue of required reporting of known or suspected child abuse. The book provides a comprehensive review of research findings, ethical issues, and current…

The Cornell Urban Scholars Program: Cultivating New York City's Next Generation of Civic Leaders

ERIC Educational Resources Information Center

Reardon, Kenneth M.

2005-01-01

This article describes the origins, evolution, and development of a comprehensive civic engagement program designed to encourage Ivy League students to pursue public service careers with nonprofits and municipal government organizations serving New York City's poorest children, families, and neighborhoods. The article offers a detailed description…

Improving Reading in Science. Second Edition. Reading Aids Series; An IRA Service Bulletin.

ERIC Educational Resources Information Center

Thelen, Judith N.

Based on the idea that reading instruction in science means teaching simultaneously the science content and the reading and reasoning processes by which that content is learned, this booklet offers practical and theoretical suggestions for science teachers to help students improve their content area comprehension. Chapters discuss the following…

34 CFR 611.24 - What additional selection criteria are used for a full application that proposes teacher...

Code of Federal Regulations, 2012 CFR

2012-07-01

...) Appropriate academic and student support services; and (3) A comprehensive strategy for addressing shortages... high-quality teacher preparation and an effective support system during their first three years of teaching. (Approved by the Office of Management and Budget under control number 1840-0007) (Authority: 20 U...

34 CFR 611.24 - What additional selection criteria are used for a full application that proposes teacher...

Code of Federal Regulations, 2010 CFR

2010-07-01

...) Appropriate academic and student support services; and (3) A comprehensive strategy for addressing shortages... high-quality teacher preparation and an effective support system during their first three years of teaching. (Approved by the Office of Management and Budget under control number 1840-0007) (Authority: 20 U...

34 CFR 611.24 - What additional selection criteria are used for a full application that proposes teacher...

Code of Federal Regulations, 2011 CFR

2011-07-01

...) Appropriate academic and student support services; and (3) A comprehensive strategy for addressing shortages... high-quality teacher preparation and an effective support system during their first three years of teaching. (Approved by the Office of Management and Budget under control number 1840-0007) (Authority: 20 U...

34 CFR 611.24 - What additional selection criteria are used for a full application that proposes teacher...

Code of Federal Regulations, 2013 CFR

2013-07-01

...) Appropriate academic and student support services; and (3) A comprehensive strategy for addressing shortages... high-quality teacher preparation and an effective support system during their first three years of teaching. (Approved by the Office of Management and Budget under control number 1840-0007) (Authority: 20 U...

34 CFR 611.24 - What additional selection criteria are used for a full application that proposes teacher...

Code of Federal Regulations, 2014 CFR

2014-07-01

...) Appropriate academic and student support services; and (3) A comprehensive strategy for addressing shortages... high-quality teacher preparation and an effective support system during their first three years of teaching. (Approved by the Office of Management and Budget under control number 1840-0007) (Authority: 20 U...

34 CFR 607.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2010 CFR

2010-07-01

... development plan must include the following: (1) An analysis of the strengths, weaknesses, and significant...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods...-year plan for improving its services to Indian students, increasing the rates at which Indian secondary...

34 CFR 607.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2013 CFR

2013-07-01

... development plan must include the following: (1) An analysis of the strengths, weaknesses, and significant...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods...-year plan for improving its services to Indian students, increasing the rates at which Indian secondary...

34 CFR 607.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2014 CFR

2014-07-01

... development plan must include the following: (1) An analysis of the strengths, weaknesses, and significant...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods...-year plan for improving its services to Indian students, increasing the rates at which Indian secondary...

34 CFR 607.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2011 CFR

2011-07-01

... development plan must include the following: (1) An analysis of the strengths, weaknesses, and significant...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods...-year plan for improving its services to Indian students, increasing the rates at which Indian secondary...

34 CFR 607.8 - What is a comprehensive development plan and what must it contain?

Code of Federal Regulations, 2012 CFR

2012-07-01

... development plan must include the following: (1) An analysis of the strengths, weaknesses, and significant...) Measurable objectives related to reaching each goal and timeframes for achieving the objectives. (4) Methods...-year plan for improving its services to Indian students, increasing the rates at which Indian secondary...

Working with Diverse Learners and School Staff in a Multicultural Society. Digest.

ERIC Educational Resources Information Center

Sanchez, William; And Others

With the rapidly changing population demographics of the United States and significant growth of diverse multicultural groups, schools and professionals are being challenged on how to provide the best comprehensive educational and support services to their increasingly diverse student population. The changes between 1980 and 1990 have been…

Key Findings. 5th Grade. Fall 2004. Sample Report Elementary

ERIC Educational Resources Information Center

WestED (NJ3), 2004

2004-01-01

This document is a sample framework for elementary school reports. The framework is for an elementary school district that administered the Elementary School California Healthy Kids Survey (CHKS) in Fall 2004 to fifth-grade students. The CHKS is a comprehensive youth health-risk and resilience data collection service, sponsored by the California…

Attitudes to teaching mathematics: Further development of a measurement instrument

NASA Astrophysics Data System (ADS)

Relich, Joe; Way, Jenni; Martin, Andrew

1994-07-01

The evidence that a relationship exists between attitudes to teaching mathematics and the formation of positive attitudes to mathematics among pupils is somewhat tenuous. Nevertheless, there is a strong belief among pre-service teacher educators that positive attitudes need to be fostered in teacher education students, particularly for prospective primary school teachers. Unfortunately, the research evidence suggests that high proportions of pre-service teachers hold negative attitudes towards mathematics. Although many instruments measuring affect in areas such as self-concept, anxiety, etc. have appeared in the literature over the years, no comprehensive instrument on attitudes is available to help teacher educators monitor attitudinal changes among their pre-service student teachers to the teaching of mathematics. This research re-examines an earlier attempt to develop such an instrument in Australia (Nisbet, 1991) and posits an alternative and refined version.

Khat Chewing among Students of Higher Education in Jazan Region, Saudi Arabia: Prevalence, Pattern, and Related Factors

PubMed Central

Alsanosy, Rashad Mohammed; Mahfouz, Mohamed Salih; Gaffar, Abdelrahim Mutwakel

2013-01-01

Objectives. (1) To estimate the prevalence and behavioral patterns of Khat chewing and (2) to investigate factors that influenced the pattern of Khat use among undergraduate students in different higher education institutions in Jazan region, Saudi Arabia. Materials and Methods. A cross-sectional study using a pretested structured self-administered quantitative questionnaire was used to collect data. SPSS version 17 software program was used for data analysis. Results. The overall current Khat chewing prevalence among higher education students was found to be 23.1%, significantly higher among males at 38.5% than among females at 2.1% (P < 0.001). Lifetime Khat chewer students were 24.8% for males at 40.5%, significantly higher compared with females at 3.7% (P < 0.001). Univariate analysis revealed that the gender of student, smoking status of student, a friend's smoking, and Khat chewing were associated with a significant high risk of Khat chewing (P < 0.001   for all). Conclusions. The use of Khat trend is increasing among higher education students in Jazan region. A multilevel, value based, comprehensive, and strategic long-term intervention plan is needed. The comprehensive plan may include social interventions geared by creating recreations alternatives and opportunities for youth and a critical review for current authorities' interventions and services. PMID:23878809

Implementing an Advisory Program in the Middle School. Georgia Comprehensive Guidance Series.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Dept. of Counseling and Personnel Services.

This manual is designed to aid school personnel to establish a student advisory program in the middle school. The rationale, definition and benefits of the program are detailed in an initial section, including areas of responsibility and the role of principal, teachers, counselors, and special services staff. The second section presents a…

Enhancing Student Mental Health: Collaboration between Medical Professionals and School Psychologists

ERIC Educational Resources Information Center

Segool, Natasha K.; Mathiason, Jacob B.; Majewicz-Hefley, Amy; Carlson, John S.

2009-01-01

Currently, more than two thirds of school-aged children with mental health needs do not receive treatment. By exploring the numerous barriers that limit children's access to mental health care, the authors argue that school psychologists have a key role to play in supporting comprehensive mental health services for children. This article provides…

A Comprehensive, Coordinated Child Care System. Final Report.

ERIC Educational Resources Information Center

Colorado Univ., Denver. Medical Center.

The establishment and subsequent modification of a child care system for employees, faculty, and students of the University of Colorado Medical Center are discussed in detail. The project was partially funded by the Office of Child Development. Components of the project included three direct service programs: (1) day care for children ages 2 1/2…

The Provision of Counseling Services among School Psychologists: An Exploration of Training, Current Practices, and Perceptions

ERIC Educational Resources Information Center

Hanchon, Timothy A.; Fernald, Lori N.

2013-01-01

Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students' mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education-related activities, such as individualized assessment…

QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks.

PubMed

Berkeley, Sheri; Riccomini, Paul J

2013-01-01

Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.

Mental Health Services for Students at Postsecondary Institutions: A National Survey

PubMed Central

Jaworska, Natalia; De Somma, Elisea; Fonseka, Bernice; Heck, Emma

2016-01-01

Objective: Although the high prevalence of mental health issues among postsecondary students is well documented, comparatively little is known about the adequacy, accessibility, and adherence to best practices of mental health services (MHSs)/initiatives on postsecondary campuses. We evaluated existing mental health promotion, identification, and intervention initiatives at postsecondary institutions across Canada, expanding on our previous work in one Canadian province. Methods: A 54-question online survey was sent to potential respondents (mainly front-line workers dealing directly with students [e.g., psychologists/counsellors, medical professionals]) at Canada’s publicly funded postsecondary institutions. Data were analyzed overall and according to institutional size (small [<2000 students], medium [2000–10 000 students], large [>10 000 students]). Results: In total, 168 out of 180 institutions were represented, and the response rate was high (96%; 274 respondents). Most institutions have some form of mental health promotion and outreach programs, although most respondents felt that these were not a good use of resources. Various social supports exist at most institutions, with large ones offering the greatest variety. Most institutions do not require incoming students to disclose mental health issues. While counselling services are typically available, staff do not reliably have a diverse complement (e.g., gender or race diversity). Counselling sessions are generally limited, and follow-up procedures are uncommon. Complete diagnostic assessments and the use of standardized diagnostic systems are rare. Conclusions: While integral MHSs are offered at most Canadian postsecondary institutions, the range and depth of available services are variable. These data can guide policy makers and stakeholders in developing comprehensive campus mental health strategies. PMID:27310230

Improving teaching on an inpatient pediatrics service: a retrospective analysis of a program change

PubMed Central

2012-01-01

Background The traditional role of the faculty inpatient attending providing clinical care and effectively teaching residents and medical students is threatened by increasing documentation requirements, pressures to increase clinical productivity, and insufficient funding available for medical education. In order to sustain and improve clinical education on a general pediatric inpatient service, we instituted a comprehensive program change. Our program consisted of creating detailed job descriptions, setting clear expectations, and providing salary support for faculty inpatient attending physicians serving in clinical and educational roles. This study was aimed at assessing the impact of this program change on the learners’ perceptions of their faculty attending physicians and learners’ experiences on the inpatient rotations. Methods We analyzed resident and medical student electronic evaluations of both clinical and teaching faculty attending physician characteristics, as well as resident evaluations of an inpatient rotation experience. We compared the proportions of “superior” ratings versus all other ratings prior to the educational intervention (2005–2006, baseline) with the two subsequent years post intervention (2006–2007, year 1; 2007–2008, year 2). We also compared medical student scores on a comprehensive National Board of Medical Examiners clinical subject examination pre and post intervention. Results When compared to the baseline year, pediatric residents were more likely to rate as superior the quality of didactic teaching (OR=1.7 [1.0-2.8] year 1; OR=2.0 [1.1-3.5] year 2) and attendings’ appeal as a role model (OR=1.9 [1.1-3.3] year 2). Residents were also more likely to rate as superior the quality of feedback and evaluation they received from the attending (OR=2.1 [1.2-3.7] year 1; OR=3.9 [2.2-7.1] year 2). Similar improvements were also noted in medical student evaluations of faculty attendings. Most notably, medical students were significantly more likely to rate feedback on their data gathering and physical examination skills as superior (OR=4.2 [2.0-8.6] year 1; OR=6.4 [3.0-13.6] year 2). Conclusions A comprehensive program which includes clear role descriptions along with faculty expectations, as well as salary support for faculty in clinical and educational roles, can improve resident and medical student experiences on a general pediatric inpatient service. The authors provide sufficient detail to replicate this program to other settings. PMID:23020896

A comprehensive medical student career development program improves medical student satisfaction with career planning.

PubMed

Zink, Brian J; Hammoud, Maya M; Middleton, Eric; Moroney, Donney; Schigelone, Amy

2007-01-01

In 1999, the University of Michigan Medical School (UMMS) initiated a new career development program (CDP). The CDP incorporates the 4-phase career development model described by the Association of American Medical Colleges (AAMC) Careers in Medicine (CiM). The CDP offers self-assessment exercises with guidance from trained counselors for 1st- and 2nd-year medical students. Career exploration experiences include Career Seminar Series luncheons, shadow experiences with faculty, and a shadow program with second-year (M2) and fourth-year (M4) medical students. During the decision-making phase, students work with trained faculty career advisors (FCA). Mandatory sessions are held on career selection, preparing the residency application, interviewing, and program evaluation. During the implementation phase, students meet with deans or counselors to discuss residency application and matching. An "at-risk plan" assists students who may have difficulty matching. The CiM Web site is extensively used during the 4 stages. Data from the AAMC and UMMS Graduation Questionnaires (GQ) show significant improvements for UMMS students in overall satisfaction with career planning services and with faculty mentoring, career assessment activities, career information, and personnel availability. By 2003, UMMS students had significantly higher satisfaction in all measured areas of career planning services when compared with all other U.S. medical students.

Providing the support services needed by students who are deaf or hard of hearing.

PubMed

Luetke-Stahlman, B

1998-12-01

When students who are deaf or hard of hearing are appropriately placed, program-level and curriculum-level adaptations may both need to be discussed to ensure social as well as academic progress. Programmatic modifications may involve communication, linguistic, and grading issues, and both the listening and physical settings. Curricular modifications may involve the classroom structure, rapport and affect, the instructional format and language, the lesson format and materials, comprehension monitoring, activity and assignment completion, and placement choices. Professionals should work cooperatively to make and monitor changes.

Perceptions of school nurses and principals towards nurse role in providing school health services in Qatar.

PubMed

A L-Dahnaim, Layla; Said, Hana; Salama, Rasha; Bella, Hassan; Malo, Denise

2013-04-01

The school nurse plays a crucial role in the provision of comprehensive health services to students. This role encompasses both health and educational goals. The perception of the school nurse's role and its relation to health promotion is fundamental to the development of school nursing. This study aimed to determine the perception of school nurses and principals toward the role of school nurses in providing school health services in Qatar. A cross-sectional study was carried out among all school nurses (n=159) and principals (n=159) of governmental schools in Qatar. The participants were assessed for their perception toward the role of the school nurse in the school using 19-Likert-type scaled items Questionnaire. The response rates were 100% for nurses and 94% for principals. The most commonly perceived roles of the school nurse by both nurses and principals were 'following up of chronically ill students', 'providing first aid', and 'referral of students with health problems', whereas most of the roles that were not perceived as school nurse roles were related to student academic achievements. School nurses and principals agreed on the clinical/medical aspects of nurses' role within schools, but disagreed on nurses' involvement in issues related to the school performance of students. The study recommends raising awareness of school principals on the school nursing role, especially in issues related to the school performance of students.

YES Prep Public Schools (Formerly YES College Preparatory School): Honing the Pathways of Growth

ERIC Educational Resources Information Center

Newstead, Barry; Howard, Don

2006-01-01

Chris Barbic, a Teach For America corps member, started Project Youth Engaged in Service (YES) in 1995. He wanted to offer his former elementary-school students an alternative to the low-performing middle schools they otherwise would attend. Since then Barbic has led a high-energy team of educators in refining a comprehensive approach to helping…

ACCESS to Comprehensive School-Based Health Services for Children and Youth, 2000-2001.

ERIC Educational Resources Information Center

ACCESS, 2000

2000-01-01

This document consists of four consecutive issues of a newsletter presenting information on public policy and research of interest to school-based health centers (SBHCs) for children and youth. The spring 2000 issue explores why some SBHCs are closing and student support for SBHCs. The summer 2000 issue addresses the use of SBHCs in alternative…

Implementation of the Career-Oriented Curriculum (COC) in the Business Curriculum for Senior Secondary Schools in Hong Kong: A Pilot Study

ERIC Educational Resources Information Center

Cheung, C. K.; Wong, Anne K. C.

2006-01-01

Recent reform in the Hong Kong senior secondary education has awakened the need for a balanced and comprehensive learning experience in the academic, vocational, organizational, social service, arts and sports domains to prepare students for employment, for learning and for life. Following on from its recommendation, the Education and Manpower…

Hindsight Is 20/20: A Case Study of Vision and Reading Issues Sheds Light for Teacher Education Programs

ERIC Educational Resources Information Center

Chandler, Kristie B.; Box, Jean A.

2012-01-01

This paper presents a case study designed to educate students in pre-service teacher education programs about the importance of a comprehensive eye exam. The case study chronicles a family's multi-year search for solutions to their child's reading difficulties. The research supporting the case study explores the connection between vision…

A Comprehensive PEL-IEP Speech Curriculum Overview and Related Carryover and Summary Forms Designed for Speech Therapy Services for the Hearing-Impaired.

ERIC Educational Resources Information Center

Erlbaum, Sheila Judith

1990-01-01

This article presents a curriculum for speech-language-communication skills which combines the Present Education Level and Individualized Education Program formats for deaf and hearing-impaired students. Information on carryover procedures, parent/teacher contact, and report card format is presented. The curriculum was designed for preschool…

Analysis of Student Service-Learning Reflections for the Assessment of Transferable-Skills Development

NASA Astrophysics Data System (ADS)

Rizzo, D. M.; Dewoolkar, M.; Hayden, N.; Oka, L.; Pearce, A. R.

2010-12-01

The civil and environmental engineering (CEE) programs at the University of Vermont (UVM) incorporate systems thinking and a systems approach to sustainable engineering problem solving. A systems approach considers long-term social, environmental and economic factors within the context of the engineering problem solution and encompasses sustainable engineering solutions. Our goal is to prepare students to become leaders in their chosen field who can anticipate co-products associated with forecasted solutions. As a way of practicing the systems approach, we include service-learning projects in many of our undergraduate engineering courses, culminating with the senior capstone design course. We use a variety of formative and summative assessment methods to gage student understanding and attitudes including student surveys, focus groups, assessment of student projects, and student reflections. Student reflections from two courses -Modeling Environmental and Transportation Systems (31 juniors) and Senior Design Project (30 seniors) are compared. Of these, 25 students were common to both courses. The focus of the systems modeling service-learning project involved mentoring home-schooled children (11-14 yrs old) to solve problems of mobility, using the fun and inspiration of biomimicry. Students were required to invent innovative methods to move people or goods that improve associated constraints (i.e., minimize congestion, reduce pollution, increase safety), or reduce the need for transportation altogether. The capstone design project required a comprehensive engineering design involving two or more CEE sub-disciplines. Both service-learning projects were intended to enhance students’ academic learning experience, attain civic engagement and reinforce transferable skills (written and oral communication, teamwork, leadership and mentoring skills). The student course reflections were not guided; yet they provided valuable data to assess commonalities and differences in student attitudes toward their service-learning projects, specifically, the development of transferable skills. In the spirit of service-learning pedagogy, we divide the contents of students’ written reflections into three categories - academic enhancement, civic engagement and personal growth skills. The commonalities focused mostly on civic engagement. Differences are observed primarily in academic enhancement and personal growth categories. Students working on the biomimicry design project reflected on personal growth (e.g. leadership skills, mentoring, creativity, organizational skills, communication to nontechnical audience), but did not credit it with academic enhancement. In contrast, the senior design reflections concentrated on academics, specifically, students appreciated the enhancement of technical skills as a part of their engineering experience.

Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Srategy Use with Seventh Grade Students with Comprehension Difficulties

ERIC Educational Resources Information Center

Burns, Matthew K.; Maki, Kathrin E.; Karich, Abbey C.; Coolong-Chaffin, Melissa

2017-01-01

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…

Hypertext comprehension of deaf and hard-of-hearing students and students with specific language impairment.

PubMed

Blom, Helen; Segers, Eliane; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo

2017-02-01

This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory. We compared hypertext versus linear text comprehension in D/HH students and students with SLI versus younger students without language problems who had a similar level of decoding and vocabulary. The results demonstrated no difference in text comprehension between the hierarchically structured hypertext and the linear text. Text comprehension of D/HH students and students with SLI was comparable to that of the students without language problems. In addition, there was a similar positive predictive value of visuospatial and not verbal working memory on hypertext comprehension for all three groups. The findings implicate that educational settings can make use of hierarchically structured hypertexts as well as linear texts and that children can navigate in the digital world from young age on, even if language or working memory problems are present. Copyright © 2016 Elsevier Ltd. All rights reserved.

Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance.

ERIC Educational Resources Information Center

Wong, Bernice Y. L.

1986-01-01

Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…

A Comprehensive Survey of Current and Former College Students with Autism Spectrum Disorders

PubMed Central

Gelbar, Nicholas W.; Shefcyk, Allison; Reichow, Brian

2015-01-01

Background: There is a paucity of research concerning individuals with autism spectrum disorders (ASD) pursuing higher education. Method: This study sought to augment this gap in the literature by surveying individuals with ASD who are currently college students or who have previously attended college. Results: Thirty-five individuals completed an online survey. These individuals reported receiving extensive academic supports that enabled their academic success. Their reported difficulties in the social and emotional domains received less support. In addition, not all areas of campus life were supportive, as study abroad and career service offices were reported to not understand individuals with ASD. Conclusions: Overall, the results of this survey indicate the importance of self-advocacy and the need for institutions of higher education to provide comprehensive supports for individuals with ASD in the academic, social, and emotional domains in order to effectively integrate this group into the campus environment. PMID:25745374

A National Study on the Effects of Concussion in Collegiate Athletes and US Military Service Academy Members: The NCAA-DoD Concussion Assessment, Research and Education (CARE) Consortium Structure and Methods.

PubMed

Broglio, Steven P; McCrea, Michael; McAllister, Thomas; Harezlak, Jaroslaw; Katz, Barry; Hack, Dallas; Hainline, Brian

2017-07-01

The natural history of mild traumatic brain injury (TBI) or concussion remains poorly defined and no objective biomarker of physiological recovery exists for clinical use. The National Collegiate Athletic Association (NCAA) and the US Department of Defense (DoD) established the Concussion Assessment, Research and Education (CARE) Consortium to study the natural history of clinical and neurobiological recovery after concussion in the service of improved injury prevention, safety and medical care for student-athletes and military personnel. The objectives of this paper were to (i) describe the background and driving rationale for the CARE Consortium; (ii) outline the infrastructure of the Consortium policies, procedures, and governance; (iii) describe the longitudinal 6-month clinical and neurobiological study methodology; and (iv) characterize special considerations in the design and implementation of a multicenter trial. Beginning Fall 2014, CARE Consortium institutions have recruited and enrolled 23,533 student-athletes and military service academy students (approximately 90% of eligible student-athletes and cadets; 64.6% male, 35.4% female). A total of 1174 concussions have been diagnosed in participating subjects, with both concussion and baseline cases deposited in the Federal Interagency Traumatic Brain Injury Research (FITBIR) database. Challenges have included coordinating regulatory issues across civilian and military institutions, operationalizing study procedures, neuroimaging protocol harmonization across sites and platforms, construction and maintenance of a relational database, and data quality and integrity monitoring. The NCAA-DoD CARE Consortium represents a comprehensive investigation of concussion in student-athletes and military service academy students. The richly characterized study sample and multidimensional approach provide an opportunity to advance the field of concussion science, not only among student athletes but in all populations at risk for mild TBI.

Providing Comprehensive Educational Opportunity to Low Income Students. Part 3: How Much Does New York City Now Spend on Children's Services?

ERIC Educational Resources Information Center

Belfield, Clive; Garcia, Emma

2011-01-01

This report sets out to estimate the total annual expenditures on children in New York City and to create a "fiscal map" to detail them. This fiscal map describes these expenditures according to a series of classifications, including age of child (early childhood, elementary, and high school); source of funding (public, tax-related, and…

E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students

ERIC Educational Resources Information Center

Stevens, Brian

2014-01-01

Technology is an increasing part in the lives of junior high students, but little is known about how this technology affects their reading. Reading comprehension from e-books is compared to reading comprehension from conventional print books with junior high students. The problem is that students may be reading from a medium that is less than the…

Educator perspectives on the postsecondary transition difficulties of students with autism.

PubMed

Elias, Rebecca; Muskett, Ashley E; White, Susan W

2017-10-01

Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner.

How To Tutor Students with Reading Comprehension Problems.

ERIC Educational Resources Information Center

Parker, Richard; Hasbrouck, Jan E.; Denton, Carolyn

2002-01-01

Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

Development of a health literacy assessment for young adult college students: a pilot study.

PubMed

Harper, Raquel

2014-01-01

The purpose of this study was to develop a comprehensive health literacy assessment tool for young adult college students. Participants were 144 undergraduate students. Two hundred and twenty-nine questions were developed, which were based on concepts identified by the US Department of Health and Human Services, the World Health Organization, and health communication scholars. Four health education experts reviewed this pool of items and helped select 87 questions for testing. Students completed an online assessment consisting of these 87 questions in June and October of 2012. Item response theory and goodness-of-fit values were used to help eliminate nonperforming questions. Fifty-one questions were selected based on good item response theory discrimination parameter values. The instrument has 51 questions that look promising for measuring health literacy in college students, but needs additional testing with a larger student population to see how these questions continue to perform.

Chinese College Students' English Reading Comprehension in Silent and Loud Reading-Mode

ERIC Educational Resources Information Center

Jiang, Yan

2015-01-01

In language teaching, emphasis is usually placed on students' reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing…

Television Literacy: Comprehension of Program Content Using Closed Captions for the Deaf.

ERIC Educational Resources Information Center

Lewis, Margaret S. Jelinek; Jackson, Dorothy W.

2001-01-01

This study assessed deaf and hearing students' comprehension of captions with and without visuals/video. Results indicate that reading grade level is highly correlated with caption comprehension test scores. Comprehension of the deaf students was consistently below that of hearing students. The captioned video produced significantly better…

Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance

ERIC Educational Resources Information Center

Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.

2015-01-01

In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…

"How do I say that?": Using communication principles to enhance medication therapy management instruction.

PubMed

Denvir, Paul M; Cardone, Katie E; Parker, Wendy M; Cerulli, Jennifer

2018-02-01

Medication therapy management (MTM) is a comprehensive, patient-centered approach to improving medication use, reducing the risk of adverse events and improving medication adherence. Given the service delivery model and required outputs of MTM services, communication skills are of utmost importance. The objectives of this study were to identify and describe communication principles and instructional practices to enhance MTM training. Drawing on formative assessment data from interviews of both pharmacy educators and alumni, this article identifies and describes communication principles and instructional practices that pharmacy educators can use to enhance MTM training initiatives to develop student communication strategies. Analysis revealed five key communication challenges of MTM service delivery, two communication principles that pharmacy teachers and learners can use to address those challenges, and a range of specific strategies, derived from communication principles, that students can use when challenges emerge. Implications of the analysis for pharmacy educators and researchers are described. Proactive communication training provided during MTM advanced pharmacy practice experiences enabled students to apply the principles and instructional strategies to specific patient interactions during the advanced pharmacy practice experiences and in their post-graduation practice settings. Copyright © 2017 Elsevier Inc. All rights reserved.

Instruction in metacognitive strategies to increase deaf and hard-of-hearing students' reading comprehension.

PubMed

Benedict, Kendra M; Rivera, Maria C; Antia, Shirin D

2015-01-01

The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategic reading behavior. Reading comprehension was assessed by counting the number of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for Students A, B, and C; and (b) an increase in reading comprehension for Student A, and possibly for Student B. Social validity data indicated high acceptability of the intervention. Teachers not only continued to use the strategy with their students after the study ended but also introduced it to other students with whom they worked. Instruction in metacognitive strategies to increase strategic reading behavior may be an effective means by which to increase reading comprehension for D/HH students. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Graduate Student-Run Course Framework for Comprehensive Professional Development

ERIC Educational Resources Information Center

Needelman, Brian A.; Ruppert, David E.

2006-01-01

Comprehensive professional development is rarely offered to graduate students, yet would assist students to obtain employment and prosper in their careers. Our objective was to design a course framework to provide professional development training to graduate students that is comprehensive, minimizes faculty workload, and provides enculturation…

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

Toward a Comprehensive System of Personnel Development in Deafblind Education.

PubMed

Parker, Amy T; Nelson, Catherine

2016-01-01

Students who are deafblind are a unique population with unique needs for learning, communication, and environmental access. Two roles have been identified as important to their education: teacher of the deafblind and intervener. However, these roles are not officially recognized in most states. Because of this lack of recognition and the low incidence of deafblindness, it is difficult to sustain systems that prepare highly qualified personnel with advanced training and knowledge in educational strategies for children and youth who are deafblind. The authors propose a comprehensive system of personnel development (CSPD) for deafblind education. The components of this system are standards, preservice training, in-service/professional development, leadership development, research, and, finally, planning coordination, and evaluation. The authors describe elements of the model that are being implemented and provide suggestions to support the future development of a comprehensive system.

Elementary Rehabilitation Nursing Care; a Manual for Nurses and Ancillary Workers in Nursing Homes, Hospitals, Convalescent Facilities, and Public Health Agencies. Public Health Service Publication No. 1436.

ERIC Educational Resources Information Center

Colorado State Dept. of Public Health, Denver. Public Health Nursing Section.

This guide for teacher and student use presents a comprehensive program of physical rehabilitation for aged and physically disabled patients. Developed by the Public Health Nursing Section, the manual was tested by state health department personnel and persons doing inservice teaching in their respective nursing homes. The program is designed to…

Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive Nutrition Programs and Services in Schools.

PubMed

Hayes, Dayle; Contento, Isobel R; Weekly, Carol

2018-05-01

It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. Through the continued use of multidisciplinary teams, local school needs will be better identified and addressed within updated wellness policies. Updated nutrition standards are providing students with a wider variety of fruits, vegetables, and whole grains, while limiting sodium, calories, and saturated fat. Millions of students enjoy school meals every day in the United States, with the majority of these served to children who are eligible for free and reduced-priced meals. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus, nutrition initiatives such as farm to school and school gardens, wellness policies, nutrition education and promotion, food and beverage marketing at school, and consideration of roles and responsibilities. Copyright © 2018 The Academy of Nutrition and Dietetics, the Society for Nutrition Education and Behavior, and School Nutrition Association. Published by Elsevier Inc. All rights reserved.

Students' Genre Expectations and the Effects of Text Cohesion on Reading Comprehension

ERIC Educational Resources Information Center

Schmitz, Anke; Gräsel, Cornelia; Rothstein, Björn

2017-01-01

This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read…

A Practical Approach for Teaching Comprehension Processes Using Magazines, Paperback Novels, and Content Area Texts.

ERIC Educational Resources Information Center

Nist, Sherrie L.; And Others

Process comprehension helps students both to see why they make comprehension errors and to develop techniques to correct these problems. Keeping journals of their behavior while reading magazine articles helps students recognize relationships between their rate, comprehension, interests, and personal reading habits. Once students have developed an…

Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines

ERIC Educational Resources Information Center

Pattanasri, N.; Mukunoki, M.; Minoh, M.

2012-01-01

Comprehension assessment is an essential tool in classroom learning. However, the judgment often relies on experience of an instructor who makes observation of students' behavior during the lessons. We argue that students should report their own comprehension explicitly in a classroom. With students' comprehension made available at the slide…

The Impact of Language Ability and Text Variables on Sixth-Grade Students' Comprehension.

ERIC Educational Resources Information Center

Penning, Marge J.; Raphael, Taffy E.

1991-01-01

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…

Spectrum of Physics Comprehension

ERIC Educational Resources Information Center

Blasiak, W.; Godlewska, M.; Rosiek, R.; Wcislo, D.

2012-01-01

The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…

Domain-Specific Knowledge and General Skills in Reading Comprehension.

ERIC Educational Resources Information Center

Kuhara-Kojima, Keiko; Hatano, Giyoo

A study examined whether the reading comprehension of students with rich domain-specific knowledge will be better than that of students without it and whether assessed general skills will be correlated significantly with reading comprehension performance for students without specific knowledge, but negligible for the students with much specific…

After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

NASA Astrophysics Data System (ADS)

Flowers, Reagan D.

The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support Services, Inc., revealed the need and focus for STEM after-school enrichment programs in Houston, Texas. This result, along with requirements of STEM Research and Special Programs Administrations and a multiyear and multilevel strategic plan inspired by this study, led to the conceptualization, development, and implementation of C-STEM Teacher and Student Support Services, Inc. at multiple schools in Houston, Texas. The purpose of C-STEM Teacher and Student Support Services, Inc. is to provide hands-on support services that encourage schools, organizations and families to improve academic achievement and socioemotional development through project-based learning in communication, science, technology, engineering, and mathematics (CSTEM) in grades 4-12.

Comprehension of idioms in adolescents with language-based learning disabilities compared to their typically developing peers.

PubMed

Qualls, Constance Dean; Lantz, Jennifer M; Pietrzyk, Rose M; Blood, Gordon W; Hammer, Carol Scheffner

2004-01-01

Adolescents with language-based learning disabilities (LBLD) often interpret idioms literally. When idioms are provided in an enriched context, comprehension is compromised further because of the LBLD student's inability to assign multiple meanings to words, assemble and integrate information, and go beyond a local referent to derive a global, coherent meaning. This study tested the effects of context and familiarity on comprehension of 24 idioms in 22 adolescents with LBLD. The students completed the Idiom Comprehension Test (ICT) [Language, Speech, and Hearing Services in Schools 30 (1999) 141; LSHSS 34 (2003) 69] in one of two conditions: in a story or during a verification task. Within each condition were three familiarity levels: high, moderate, and low. The LBLD adolescents' data were then compared to previously collected data from 21 age-, gender-, and reading ability-matched typically developing (TD) peers. The relations between reading and language literacy and idiom comprehension were also examined in the LBLD adolescents. Results showed that: (a) the LBLD adolescents generally performed poorly relative to their TD counterparts; however, the groups performed comparably on the high and moderate familiarity idioms in the verification condition; (b) the LBLD adolescents performed significantly better in the verification condition than in the story condition; and (c) reading ability was associated with comprehension of the low familiarity idioms in the story condition only. Findings are discussed relative to implications for speech-language pathologists (SLPs) and educators working with adolescents with LBLD. As a result of this activity, the participant will be able to (1) describe the importance of metalinguistic maturity for comprehension of idioms and other figures of speech; (2) understand the roles of context and familiarity when assessing idiom comprehension in adolescents with LBLD; and (3) critically evaluate assessments of idiom comprehension and determine their appropriateness for use with adolescents with LBLD.

The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis

ERIC Educational Resources Information Center

Lan, Yi-Chin; Lo, Yu-Ling; Hsu, Ying-Shao

2014-01-01

Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized…

A Diagnostic-Remediation Teaching System for Enhancing Elementary Students' Science Listening Comprehension

ERIC Educational Resources Information Center

Lin, Sheau-Wen; Liu, Yu

2017-01-01

The purpose of this study was to explore elementary students' listening comprehension changes using a Web-based teaching system that can diagnose and remediate students' science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test,…

Improving Student Comprehension in Content Areas through the Use of Reading Strategies.

ERIC Educational Resources Information Center

Langford, Patricia A.; Rizzo, Sandra K.; Roth, Jean M.

This study was an action research project designed to improve students' reading comprehension. Students in the targeted kindergarten, second, and third grade classes exhibited a lack of reading comprehension, which interfered with their academic achievement. Data was collected by student and parent surveys, observations, and document analysis.…

Cognitive Aids for Guiding Graph Comprehension

ERIC Educational Resources Information Center

Mautone, Patricia D.; Mayer, Richard E.

2007-01-01

This study sought to improve students' comprehension of scientific graphs by adapting scaffolding techniques used to aid text comprehension. In 3 experiments involving 121 female and 88 male college students, some students were shown cognitive aids prior to viewing 4 geography graphs whereas others were not; all students were then asked to write a…

Evidence-Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C.

2012-01-01

Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores…

Comprehension Strategy Instruction for Two Students with Attention-Related Disabilities

ERIC Educational Resources Information Center

Hedin, Laura R.; Mason, Linda H.; Gaffney, Janet S.

2011-01-01

Many students struggle to maintain the attention needed to comprehend while reading. One 4th-grade student and 5th-grade student, both with poor comprehension and attention-related disabilities, were taught to use a proven systematic reading comprehension strategy, TWA (Think Before Reading, Think While Reading, Think After Reading), when reading…

Reading comprehension of deaf students in regular education.

PubMed

Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

Language-related values, reading amount, and reading comprehension in students with migration backgrounds.

PubMed

El-Khechen, Wahiba; Ferdinand, Hanna D; Steinmayr, Ricarda; McElvany, Nele

2016-06-01

Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour - and, as a consequence, their performance. This is particularly the case for bilingual students with a migration background. The present study aims to examine the impact of how students perceive parental values regarding German (attainment, utility, and cost), students' (utility) value of German/Turkish, and students' reading amount in German/Turkish on German reading comprehension. A total of 118 Grade 4 students in Germany with Turkish as their family language. Reading comprehension was measured with a 15-item standardized test. Whereas students' reading amount (German/Turkish) was assessed through students' self-reports on three questions, students' utility value (German/Turkish) and perceived parental values regarding German (attainment, utility, and cost) were each measured with two items. Results of path modelling supported the hypotheses that students' utility value regarding German and their reading amount in German would positively predict their German reading comprehension, whereas their utility value regarding Turkish and their reading amount in Turkish would negatively predict their German reading comprehension. Data also confirmed a direct effect of the negatively perceived parental cost value of German on German reading comprehension. The new evidence is of practical relevance for teachers, educational scientists, and psychologists who are striving to improve the educational outcomes of bilingual students. Further research needs and the significance of the results for educational practice and home environment are discussed. © 2015 The British Psychological Society.

Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive Nutrition Programs and Services in Schools.

PubMed

Hayes, Dayle; Contento, Isobel R; Weekly, Carol

2018-05-01

It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. Through the continued use of multidisciplinary teams, local school needs will be better identified and addressed within updated wellness policies. Updated nutrition standards are providing students with a wider variety of fruits, vegetables, and whole grains, while limiting sodium, calories, and saturated fat. Millions of students enjoy school meals every day in the US, with the majority of these served to children who are eligible for free and reduced-priced meals. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus, nutrition initiatives such as farm to school and school gardens, wellness policies, nutrition education and promotion, food and beverage marketing at school, and consideration of roles and responsibilities. It is the position of the Academy of Nutrition and Dietetics, School Nutrition Association, and Society for Nutrition Education and Behavior that comprehensive, integrated nutrition programs in preschool through high school are essential to improve the health, nutritional status, and academic performance of our nation's children. To maximize impact, the Academy, School Nutrition Association, and Society for Nutrition Education and Behavior recommend specific strategies in the following key areas: food and nutrition services available throughout the school campus; nutrition initiatives such as farm to school and school gardens; wellness policies; nutrition education and promotion; food and beverage marketing at school; and consideration of roles and responsibilities. Copyright © 2018 The Academy of Nutrition and Dietetics, the Society for Nutrition Education and Behavior, and School Nutrition Association. Published by Elsevier Inc. All rights reserved.

Role of the school nurse in providing school health services.

PubMed

Magalnick, Harold; Mazyck, Donna

2008-05-01

The school nurse has a crucial role in the seamless provision of comprehensive health services to children and youth. Increasing numbers of students enter schools with chronic health conditions that require management during the school day. This policy statement describes for pediatricians the role of the school nurse in serving as a team member in providing preventive services, early identification of problems, interventions, and referrals to foster health and educational success. To optimally care for children, preparation, ongoing education, and appropriate staffing levels of school nurses are important factors for success. Recommendations are offered to facilitate the working relationship between the school nurse and the child's medical home. This statement has been endorsed by the National Association of School Nurses.

The role of the school nurse in providing school health services.

PubMed

2008-10-01

The school nurse has a crucial role in the seamless provision of comprehensive health services to children and youth. Increasing numbers of students enter schools with chronic health conditions that require management during the school day. This policy statement describes for pediatricians the role of the school nurse in serving as a team member in providing preventive services, early identification of problems, interventions, and referrals to foster health and educational success. To optimally care for children, preparation, ongoing education, and appropriate staffing levels of school nurses are important factors for success. Recommendations are offered to facilitate the working relationship between the school nurse and the child's medical home. This statement has been endorsed by the National Association of School Nurses.

Reciprocal teaching of social studies in inclusive elementary classrooms.

PubMed

Lederer, J M

2000-01-01

Reading comprehension relies on the use of metacognitive strategies. Reciprocal teaching has been found to be an effective comprehension technique to use with students with learning disabilities. This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in fourth-, fifth-, and sixth-grade inclusive classrooms. One hundred and twenty-eight students in Grades 4, 5, and 6 participated. Four comprehension assessments were administered, as well as an external measure and 30-day maintenance assessment. A mixed-design MANOVA was used to determine interaction on three reading comprehension measures. Results indicated that all students improved their performance on comprehension measures compared with students in the control groups. Improvement continued to be displayed after 30 days in both the sixth and the fourth grades. Students with learning disabilities significantly improved their ability to compose summaries compared to the control students.

Comparison of the Effectiveness and Efficiency of Text Previewing and Preteaching Keywords as Small-Group Reading Comprehension Strategies with Middle-School Students

ERIC Educational Resources Information Center

Burns, Matthew K.; Hodgson, Jennifer; Parker, David C.; Fremont, Kathryn

2011-01-01

Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small-group reading comprehension interventions.…

The Effect of Reading Comprehension and Problem Solving Strategies on Classifying Elementary 4th Grade Students with High and Low Problem Solving Success

ERIC Educational Resources Information Center

Ulu, Mustafa

2017-01-01

In this study, the effect of fluent reading (speed, reading accuracy percentage, prosodic reading), comprehension (literal comprehension, inferential comprehension) and problem solving strategies on classifying students with high and low problem solving success was researched. The sampling of the research is composed of 279 students at elementary…

The Comparative Impacts of Using Lexical Glossing and Inferencing Strategies on Students' Reading Comprehension

ERIC Educational Resources Information Center

Juliana

2018-01-01

The study compared the use of the lexical glossing and inferencing strategies that impact toward the students' reading comprehension. The objective of the study was to find out the effective strategy to use for enhancing the students' reading comprehension. The population of the study was 40 Informatics Systems students of Potensi Utama…

Moodle 2.0 Web Services Layer and Its New Application Contexts

NASA Astrophysics Data System (ADS)

Conde, Miguel Ángel; Aguilar, Diego Alonso Gómez; Del Pozo de Dios, Alberto; Peñalvo, Francisco José García

Owing to the intrinsic relation among actual education and new technologies, it results essential the fact to found the new ways to satisfy both sides of the modern eLearning platforms, the needs of students and tutors and the enough technologies to support it. Consequently, the possibility to interconnect the LMS with other external applications to enrich and strengthen the comprehension of learning process is one of the principal paths to follow.

Fluency and reading comprehension in students with reading difficulties.

PubMed

Nascimento, Tânia Augusto; Carvalho, Carolina Alves Ferreira de; Kida, Adriana de Souza Batista; Avila, Clara Regina Brandão de

2011-12-01

To characterize the performance of students with reading difficulties in decoding and reading comprehension tasks as well as to investigate the possible correlations between them. Sixty students (29 girls) from 3rd to 5th grades of public Elementary Schools were evaluated. Thirty students (Research Group - RG), ten from each grade, were nominated by their teachers as presenting evidences of learning disabilities. The other thirty students were indicated as good readers, and were matched by gender, age and grade to the RG, composing the Comparison Group (CG). All subjects were assessed regarding the parameters of reading fluency (rate and accuracy in words, pseudowords and text reading) and reading comprehension (reading level, number and type of ideas identified, and correct responses on multiple choice questions). The RG presented significantly lower scores than the CG in fluency and reading comprehension. Different patterns of positive and negative correlations, from weak to excellent, among the decoding and comprehension parameters were found in both groups. In the RG, low values of reading rate and accuracy were observed, which were correlated to low scores in comprehension and improvement in decoding, but not in comprehension, with grade increase. In CG, correlation was found between different fluency parameters, but none of them was correlated to the reading comprehension variables. Students with reading and writing difficulties show lower values of reading fluency and comprehension than good readers. Fluency and comprehension are correlated in the group with difficulties, showing that deficits in decoding influence reading comprehension, which does not improve with age increase.

45 CFR 1306.30 - Provisions of comprehensive child development services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Provisions of comprehensive child development... Start Program Options § 1306.30 Provisions of comprehensive child development services. (a) All Head Start grantees must provide comprehensive child development services, as defined in the Head Start...

45 CFR 1306.30 - Provisions of comprehensive child development services.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Provisions of comprehensive child development... Start Program Options § 1306.30 Provisions of comprehensive child development services. (a) All Head Start grantees must provide comprehensive child development services, as defined in the Head Start...

45 CFR 1306.30 - Provisions of comprehensive child development services.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false Provisions of comprehensive child development... Start Program Options § 1306.30 Provisions of comprehensive child development services. (a) All Head Start grantees must provide comprehensive child development services, as defined in the Head Start...

45 CFR 1306.30 - Provisions of comprehensive child development services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Provisions of comprehensive child development... Start Program Options § 1306.30 Provisions of comprehensive child development services. (a) All Head Start grantees must provide comprehensive child development services, as defined in the Head Start...

Comprehending and Recalling from Text: The Role of Motivational and Cognitive Factors

ERIC Educational Resources Information Center

Tarchi, Christian

2017-01-01

The relative contribution of motivational and cognitive factors to reading comprehension might depend on how reading comprehension is measured. The participants in this study were 146 students attending grade 7. Students' reading comprehension of a history text was assessed through three measures, literal comprehension, inferential comprehension,…

Impact of Multimedia and Network Services on an Introductory Level Course

NASA Technical Reports Server (NTRS)

Russ, John C.

1996-01-01

We will demonstrate and describe the impact of our use of multimedia and network connectivity on a sophomore-level introductory course in materials science. This class services all engineering students, resulting in large (more than 150) class sections with no hands-on laboratory. In 1990 we began to develop computer graphics that might substitute for some laboratory or real-world experiences, and demonstrate relationships hard to show with static textbook images or chalkboard drawings. We created a comprehensive series of modules that cover the entire course content. Called VIMS (Visualizations in Materials Science), these are available in the form of a CD-ROM and also via the internet.

Teacher-Directed and Student-Mediated Textbook Comprehension Strategies.

ERIC Educational Resources Information Center

Reynolds, Catharine J.; Salend, Spencer J.

1990-01-01

The article describes teacher-directed and student-mediated comprehension strategies to improve the text comprehension skills of mainstreamed students with mild disabilities. Techniques include advance organizers, study guides, color coding, oral reading, critical thinking maps, and self-questioning techniques. Guidelines are offered for assessing…

Echoic Memory Interference and Comprehension in a Foreign Language.

ERIC Educational Resources Information Center

Greenberg, Seth N.; Roscoe, Suzanne

1988-01-01

Study of echoic memory interference among students in college introductory Spanish and German courses revealed that students with weaker listening comprehension skills depended more upon vulnerable sensory codes in echoic memory, while students with stronger comprehension relied on stable higher-order codes. (Author/CB)

Capacity for self-monitoring reading comprehension in Elementary School.

PubMed

Bueno, Gabriela Juliane; Carvalho, Carolina Alves Ferreira; Ávila, Clara Regina Brandão de

2017-06-08

To investigate the capacity for self-monitoring reading comprehension in Brazilian Elementary School students. Fifty-three Elementary students in the 5th and 9th grades from two Public Schools in the city of São Paulo were assessed. They were selected based on their oral reading rate and grouped according to their performance in reading comprehension in the following categories: Group with best comprehension: students with adequate rate and accuracy, without difficulties in reading comprehension; Group with worst comprehension: students with adequate rate and accuracy but with difficulties in reading comprehension. Two narrative texts followed by eight questions to assess reading comprehension were presented. Two sentences and two words were replaced by ungrammatical elements and pseudo-words. Under the condition of spontaneous monitoring, students read the text aloud and answered the questions. The analysis considered the calculation of hesitation, self-correction, repetitions and mistakes. Under the condition of directed monitoring, students were instructed to read the text, either aloud or silently, after being told that certain parts of the text could not make sense, and they were oriented to underline such parts. The analysis was carried out by counting of underlined items. The comparisons were made with the Mann-Whitney test. A difference was observed between the groups only at the sentence level among the 9th grade schoolchildren under the spontaneous monitoring and among the 5th grade schoolchildren under directed monitoring. Students with worst comprehension had a poorer performance to monitor the presence of ungrammatical sentences than their peers with best comprehension.

Color Comprehension and Color Categories among Blind Students: A Multi-Sensory Approach in Implementing Concrete Language to Include All Students in Advanced Writing Classes

ERIC Educational Resources Information Center

Antarasena, Salinee

2009-01-01

This study investigates teaching methods regarding color comprehension and color categorization among blind students, as compared to their non-blind peers and whether they understand and represent the same color comprehension and color categories. Then after digit codes for color comprehension teaching and assistive technology for the blind had…

Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types

ERIC Educational Resources Information Center

Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy

2010-01-01

The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…

Improving Reading Comprehension for High School Students with Disabilities: Effects for Comprehension and School Retention

ERIC Educational Resources Information Center

Vaughn, Sharon; Roberts, Greg; Schnakenberg, Jennifer B.; Fall, Anna-Mária; Vaughn, Michael G.; Wexler, Jade

2015-01-01

The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state…

The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes towards This Strategy

ERIC Educational Resources Information Center

Migdadi, Ali Ibrahim Mohammad; Baniabdelrahman, Abdallah

2016-01-01

This study aimed to investigate the effectiveness of using team-teaching strategy on EFL students' reading comprehension. It also aimed to find out whether Team-Teaching strategy can improve EFL students' English language reading comprehension and to investigate the students' attitudes towards the use of team teaching. The study used the…

The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001

ERIC Educational Resources Information Center

Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

2011-01-01

Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…

Overcoming barriers to interprofessional education in gerontology: the Interprofessional Curriculum for the Care of Older Adults.

PubMed

Schapmire, Tara J; Head, Barbara A; Nash, Whitney A; Yankeelov, Pamela A; Furman, Christian D; Wright, R Brent; Gopalraj, Rangaraj; Gordon, Barbara; Black, Karen P; Jones, Carol; Hall-Faul, Madri; Faul, Anna C

2018-01-01

A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE) is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas. A core group of university faculty from multiple disciplines received funding from the Health Resources and Services Administration Geriatric Workforce Enhancement Program to collaborate with community-based providers from several Area Agencies on Aging in the creation and implementation of the Interprofessional Curriculum for the Care of Older Adults (iCCOA). This geriatric curriculum is interprofessional, comprehensive, and community-based. Learners include third-year nursing students, nurse practitioner students, third-year medical students, internal medicine and family medicine residents, master's level social work students, third-year pharmacy students, pharmacy residents, third-year dental students, dental hygiene students, community-based organization professionals, practicing community organizers, and community health navigators. This article describes the efforts, successes, and challenges experienced with this endeavor, including securing funding, ensuring equal representation of the disciplines, adding new components to already crowded curricula, building curriculum on best practices, improving faculty expertise in IPE, managing logistics, and ensuring comprehensive evaluation. The results summarize the iCCOA components, as well as the interprofessional domains, knowledge, and competencies.

Overcoming barriers to interprofessional education in gerontology: the Interprofessional Curriculum for the Care of Older Adults

PubMed Central

Head, Barbara A; Nash, Whitney A; Yankeelov, Pamela A; Furman, Christian D; Wright, R Brent; Gopalraj, Rangaraj; Gordon, Barbara; Black, Karen P; Jones, Carol; Hall-Faul, Madri; Faul, Anna C

2018-01-01

A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE) is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas. A core group of university faculty from multiple disciplines received funding from the Health Resources and Services Administration Geriatric Workforce Enhancement Program to collaborate with community-based providers from several Area Agencies on Aging in the creation and implementation of the Interprofessional Curriculum for the Care of Older Adults (iCCOA). This geriatric curriculum is interprofessional, comprehensive, and community-based. Learners include third-year nursing students, nurse practitioner students, third-year medical students, internal medicine and family medicine residents, master’s level social work students, third-year pharmacy students, pharmacy residents, third-year dental students, dental hygiene students, community-based organization professionals, practicing community organizers, and community health navigators. This article describes the efforts, successes, and challenges experienced with this endeavor, including securing funding, ensuring equal representation of the disciplines, adding new components to already crowded curricula, building curriculum on best practices, improving faculty expertise in IPE, managing logistics, and ensuring comprehensive evaluation. The results summarize the iCCOA components, as well as the interprofessional domains, knowledge, and competencies. PMID:29497345

Medical students, clinical preventive services, and shared decision-making.

PubMed

Keefe, Carole W; Thompson, Margaret E; Noel, Mary Margaret

2002-11-01

Improving access to preventive care requires addressing patient, provider, and systems barriers. Patients often lack knowledge or are skeptical about the importance of prevention. Physicians feel that they have too little time, are not trained to deliver preventive services, and are concerned about the effectiveness of prevention. We have implemented an educational module in the required family practice clerkship (1) to enhance medical student learning about common clinical preventive services and (2) to teach students how to inform and involve patients in shared decision making about those services. Students are asked to examine available evidence-based information for preventive screening services. They are encouraged to look at the recommendations of various organizations and use such resources as reports from the U.S. Preventive Services Task Force to determine recommendations they want to be knowledgeable about in talking with their patients. For learning shared decision making, students are trained to use a model adapted from Braddock and colleagues(1) to discuss specific screening services and to engage patients in the process of making informed decisions about what is best for their own health. The shared decision making is presented and modeled by faculty, discussed in small groups, and students practice using Web-based cases and simulations. The students are evaluated using formative and summative performance-based assessments as they interact with simulated patients about (1) screening for high blood cholesterol and other lipid abnormalities, (2) screening for colorectal cancer, (3) screening for prostate cancer, and (4) screening for breast cancer. The final student evaluation is a ten-minute, videotaped discussion with a simulated patient about screening for colorectal cancer that is graded against a checklist that focuses primarily on the elements of shared decision making. Our medical students appear quite willing to accept shared decision making as a skill that they should have in working with patients, and this was the primary focus of the newly implemented module. However, we have learned that students need to deepen their understanding of screening services in order to help patients understand the associated benefits and risks. The final videotaped interaction with a simulated patient about colorectal cancer screening has been very helpful in making it more obvious to faculty what students believe and know about screening for colorectal cancer. As the students are asked to discuss clinical issues with patients and discuss the pros and cons of screening tests as part of the shared decision-making process, their thinking becomes transparent and it is evident where curricular changes and enhancements are required. We have found that an explicit model that allows students to demonstrate a process for shared decision making is a good introductory tool. We think it would be helpful to provide students with more formative feedback. We would like to develop faculty development programs around shared decision making so that more of our clinical faculty would model such a process with patients. Performance-based assessments are resource-intensive, but they appear to be worth the added effort in terms of enhanced skills development and a more comprehensive appraisal of student learning.

A Correlational Study of a Reading Comprehension Program and Attrition Rates of ESL Nursing Students in Texas.

PubMed

Donnell, Wendy M

The purpose of this study was to examine the associations between English as a second language (ESL), a reading comprehension program, and attrition rates of nursing students. Higher attrition rates of ESL nursing students are an assumption, seemingly based on anecdotal evidence. Data reflecting ESL student attrition should be measured and analyzed so that students can be identified prior to attrition. A secondary analysis of a large database of 27 initial licensure programs in Texas was completed. Data analysis identified that ESL students who used a reading comprehension program were almost twice as likely to be off track or out of the program as ESL students who did not use the program. Nurse educators need to evaluate student profile characteristics in a comprehensive way when determining risk of attrition.

Moral Virtue and Practical Wisdom: Theme Comprehension in Children, Youth and Adults

PubMed Central

Narvaez, Darcia; Gleason, Tracy; Mitchell, Christyan

2010-01-01

Three hypotheses were tested about the relation of moral comprehension to prudential comprehension by contrasting comprehension of themes in moral stories with comprehension of themes in prudential stories among third grade, fifth grade and college students (n = 168) in Study 1, and among college students, young and middle aged adults, and older adults (n = 96) in Study 2. In both studies, all groups were statistically significantly better at moral theme comprehension than prudential theme comprehension, suggesting that moral comprehension may develop prior to prudential comprehension. In Study 2, all groups performed equally on moral theme generation whereas both adult groups were significantly better than college students on prudential theme generation. Overall, the findings of these studies provide modest evidence that moral and prudential comprehension each develop separately, and that the latter may develop more slowly. PMID:21171549

Single Case Design Elements in Text Comprehension Research for Students with Developmental Disabilities

ERIC Educational Resources Information Center

Snyder, Sara M.; Knight, Victoria F.; Ayres, Kevin M.; Mims, Pamela J.; Sartini, Emily C.

2017-01-01

Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single…

Improving Student Comprehension Skills through Instructional Strategies.

ERIC Educational Resources Information Center

Sharp, Patricia; Ashby, Doris

This report intends to describe a program designed to enhance reading comprehension. Reading comprehension relies on skills that enable students to remember facts, draw out main ideas, make inferences, and relate reading to personal experiences. The focus group consisted of middle and high school students in a metropolitan area in northern…

The Effect of Project-Based Activities on Intermediate EFL Students' Reading Comprehension Ability

ERIC Educational Resources Information Center

Shiraz, Mona Poorverdi; Larsari, Ebrahim Ezati

2014-01-01

The present study investigates the relationship between the use of Project-based activities and intermediate EFL students' reading comprehension. The study addresses the questions of whether students' reading comprehension differs after implementing Project-based activities, and whether different projects lead to different degrees of reading…

Technical Advances and Fifth Grade Reading Comprehension: Do Students Benefit?

ERIC Educational Resources Information Center

Fountaine, Drew

This paper takes a look at some recent studies on utilization of technical tools, primarily personal computers and software, for improving fifth-grade students' reading comprehension. Specifically, the paper asks what benefits an educator can expect students to derive from closed-captioning and computer-assisted reading comprehension products. It…

English Learner and Non-English Learner Students with Disabilities: Content Acquisition and Comprehension

ERIC Educational Resources Information Center

Wanzek, Jeanne; Swanson, Elizabeth; Vaughn, Sharon; Roberts, Greg; Fall, Anna-Mária

2016-01-01

This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non--English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment…

University Students with Poor Reading Comprehension

ERIC Educational Resources Information Center

Georgiou, George K.; Das, J. P.

2015-01-01

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…

Comprehension Shouldn't Be Silent: From Strategy Instruction to Student Independence

ERIC Educational Resources Information Center

Kelley, Michelle J.; Clausen-Grace, Nicki

2007-01-01

Use the teaching ideas in this rich resource to improve your students' reading comprehension. By nurturing meaningful talk about reading and learning, you can monitor and support students' metacognitive use of strategies such as predicting, making connections, questioning, visualizing, and summarizing. A comprehensive breakdown of the components…

Describing Comprehension: Teachers' Observations of Students' Reading Comprehension

ERIC Educational Resources Information Center

Vander Does, Susan Lubow

2012-01-01

Teachers' observations of student performance in reading are abundant and insightful but often remain internal and unarticulated. As a result, such observations are an underutilized and undervalued source of data. Given the gaps in knowledge about students' reading comprehension that exist in formal assessments, the frequent calls for teachers'…

L2 Reading Motivation among Sri Lankan University Students

ERIC Educational Resources Information Center

Dhanapala, Kusumi Vasantha; Hirakawa, Yukiko

2016-01-01

This study investigated the extent of the motivational processes that facilitated the text comprehension among 406 Sri Lankan university students in Sri Lanka. Students' L2 text comprehension and reading motivation were assessed using a reading comprehension test and a reading motivation and attitude questionnaire. The Principal Componential…

Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

ERIC Educational Resources Information Center

Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

2017-01-01

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

Secondary "At-Risk" Students' Perceptions of Experiences within a Comprehensive High School and a Continuation High/Alternative High School

ERIC Educational Resources Information Center

Loomis, Corey Campbell

2011-01-01

Comprehensive high schools have been unable to meet the needs of all students (Cotton, 2004). Students face challenges, and some have been labeled "at risk" for various reasons. These students constitute a unique group who often require more time, energy, and resources than large, comprehensive schools can offer. Consequently, they fall behind on…

An Investigation of the Effects of Reader Characteristics on Reading Comprehension Of a General Chemistry Text

NASA Astrophysics Data System (ADS)

Neiles, Kelly Y.

There is great concern in the scientific community that students in the United States, when compared with other countries, are falling behind in their scientific achievement. Increasing students' reading comprehension of scientific text may be one of the components involved in students' science achievement. To investigate students' reading comprehension this quantitative study examined the effects of different reader characteristics, namely, students' logical reasoning ability, factual chemistry knowledge, working memory capacity, and schema of the chemistry concepts, on reading comprehension of a chemistry text. Students' reading comprehension was measured through their ability to encode the text, access the meanings of words (lexical access), make bridging and elaborative inferences, and integrate the text with their existing schemas to make a lasting mental representation of the text (situational model). Students completed a series of tasks that measured the reader characteristic and reading comprehension variables. Some of the variables were measured using new technologies and software to investigate different cognitive processes. These technologies and software included eye tracking to investigate students' lexical accessing and a Pathfinder program to investigate students' schema of the chemistry concepts. The results from this study were analyzed using canonical correlation and regression analysis. The canonical correlation analysis allows for the ten variables described previously to be included in one multivariate analysis. Results indicate that the relationship between the reader characteristic variables and the reading comprehension variables is significant. The resulting canonical function accounts for a greater amount of variance in students' responses then any individual variable. Regression analysis was used to further investigate which reader characteristic variables accounted for the differences in students' responses for each reading comprehension variable. The results from this regression analysis indicated that the two schema measures (measured by the Pathfinder program) accounted for the greatest amount of variance in four of the reading comprehension variables (encoding the text, bridging and elaborative inferences, and delayed recall of a general summary). This research suggest that providing students with background information on chemistry concepts prior to having them read the text may result in better understanding and more effective incorporation of the chemistry concepts into their schema.

Schools' mental health responses after Hurricanes Katrina and Rita.

PubMed

Jaycox, Lisa H; Tanielian, Terri L; Sharma, Priya; Morse, Lindsey; Clum, Gretchen; Stein, Bradley D

2007-10-01

After the displacement of students following Hurricanes Katrina and Rita, schools in several states enrolled many students with potential mental health needs. This study sought to understand how schools perceived the mental health needs of these students and what mental health programs they implemented. Mental health personnel at 19 public schools or school systems and 11 private or parochial schools in Louisiana, Alabama, Texas, and Mississippi were interviewed at two time points (spring and fall-winter of 2006). Schools undertook diverse approaches to interventions, depending on the preexisting mental health infrastructure and personnel, the perceived needs of students, and the barriers or facilitators in each system. Interviewees described a rapid and comprehensive approach to the crisis in the immediate aftermath. Shortly afterward, some schools perceived little need for mental health services and refocused on their academic missions. Other school systems perceived student need but were unable to implement trauma-focused programs because staff were not prepared to deliver such services and funding was lacking. However, some systems and schools were able to implement new programs or extend programs to displaced students. Implementation challenges included difficulty communicating with parents, burnout among staff and program implementers, and efforts to balance the needs of the displaced students with those of the preexisting student population. Despite significant efforts to support students affected by the hurricanes, schools were limited in their ability to implement disaster-focused programs. Extension of crisis plans to include precrisis training in mental health programming for students and staff who have ongoing difficulties after a disaster or crisis may be beneficial.

Availability of school health services for young children.

PubMed

Heneghan, A M; Malakoff, M E

1997-10-01

A survey to assess availability of school health services was distributed to 221 directors of Schools of the 21st Century, an educational model that provides integrated services to children and families. Of this distribution, 126 (57%) surveys were returned; 88% of respondents reported they provided some type of school health services for their students; 75% of schools had access to school nursing services, yet only 33% had a school nurse on-site; 50% had less than daily access to a school nurse. Despite a high reported prevalence of physical and mental health problems, other services such as acute care, nutrition counseling, dental screenings, or mental health services were provided less frequently. Barriers perceived as problematic for schools providing health services included inadequate funding, limited parental awareness, and opposition by school or community members. Respondents believed transportation, limited financial resources, and inadequate health insurance were barriers to care for children and families. Among this sample of schools, school health services varied in availability and comprehensiveness. Educators, health providers, and parents must work together to provide improved school health services for children.

Effects of a Tree Diagram on Students' Comprehension of Main Ideas in an Expository Text with Multiple Themes.

ERIC Educational Resources Information Center

Guri-Rozenblit, Sarah

1989-01-01

Examines the effect of a tree diagram on college students' comprehension of main ideas in a social sciences expository text. Concludes that the tree diagram significantly improved comprehension of main ideas and relations between elements, irrespective of the students' initial verbal and visual aptitudes. (RS)

The Influence of Teacher Epistemology and Practice on Student Engagement in Literacy Learning

ERIC Educational Resources Information Center

Bock, Amanda K.; Erickson, Karen A.

2015-01-01

Learning to read with comprehension requires that students acquire and integrate an increasingly complex set of skills. Students with severe disabilities are often seen as incapable of mastering and integrating the skills required for reading with fluency and comprehension, a presumption that results in decreased access to comprehensive reading…

First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework

ERIC Educational Resources Information Center

Pilonieta, Paola

2017-01-01

This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those…

The Effect of Text-to-Self Reading Strategies on Reading Comprehension

ERIC Educational Resources Information Center

Cutright, Cathy Arlene

2010-01-01

Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self…

Increasing Comprehension of Students with Significant Intellectual Disabilities and Visual Impairments during Shared Stories

ERIC Educational Resources Information Center

Mims, Pamela J.; Browder, Diane M.; Baker, Joshua N.; Lee, Angel; Spooner, Fred

2009-01-01

Shared stories have been shown to help increase emerging literacy skills in students with significant intellectual disabilities. One important literacy skill is the development of listening comprehension. In this study, least-to-most prompt system was used to promote listening comprehension during shared stories for two students with significant…

Improving Reading Rates and Comprehension through Timed Repeated Reading

ERIC Educational Resources Information Center

Chang, Anna C-S.; Millett, Sonia

2013-01-01

Thirteen English as a foreign language students read 26 passages during a 13-week period. Each passage was read five times, and students answered comprehension questions after the first and the fifth reading. Another 13 students read the same number of passages but without repetition and only answered the comprehension questions once. All students…

Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Hall, Colby; Barnes, Marcia A.

2017-01-01

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

The Difficulties That Seventh Grade Students Face in Comprehensive Reading Skill for English Curricula

ERIC Educational Resources Information Center

Albdour, Waddah Mahmoud

2015-01-01

The study aims at identifying the difficulties affecting the student in the area of reading comprehension skill in English language curricula, measuring the differences in English language teachers' attitudes towards difficulties that seventh grade students face in reading comprehension skill for English language according to personal variables.…

Mental health promotion in comprehensive schools.

PubMed

Onnela, A M; Vuokila-Oikkonen, P; Hurtig, T; Ebeling, H

2014-09-01

The purpose of this paper is to describe a participatory action research process on the development of a professional practice model of mental health nurses in mental health promotion in a comprehensive school environment in the city of Oulu, Finland. The developed model is a new method of mental health promotion for mental health nurses working in comprehensive schools. The professional practice model has been developed in workshops together with school staff, interest groups, parents and students. Information gathered from the workshops was analysed using action research methods. Mental health promotion interventions are delivered at three levels: universal, which is an intervention that affects the whole school or community; selective, which is an intervention focusing on a certain group of students; and indicated, which is an individually focused intervention. All interventions are delivered within the school setting, which is a universal setting for all school-aged children. The interventions share the goal of promoting mental health. The purposes of the interventions are enhancing protective factors, reducing risk factors relating to mental health problems and early identification of mental health problems as well as rapid delivery of support or referral to specialized services. The common effect of the interventions on all levels is the increase in the experience of positive mental health. © 2014 John Wiley & Sons Ltd.

Effects of Illustrations on Reading Comprehension of Learning Disabled Students.

ERIC Educational Resources Information Center

Rose, Terry L.

1986-01-01

The effects of illustrations on comprehension were investigated with 32 learning disabled elementary-aged students. Results showed significantly more correct responses to comprehension questions following the non-illustrated passages. (Author)

Comprehensiveness of care from the patient perspective: comparison of primary healthcare evaluation instruments.

PubMed

Haggerty, Jeannie L; Beaulieu, Marie-Dominique; Pineault, Raynald; Burge, Frederick; Lévesque, Jean-Frédéric; Santor, Darcy A; Bouharaoui, Fatima; Beaulieu, Christine

2011-12-01

Comprehensiveness relates both to scope of services offered and to a whole-person clinical approach. Comprehensive services are defined as "the provision, either directly or indirectly, of a full range of services to meet most patients' healthcare needs"; whole-person care is "the extent to which a provider elicits and considers the physical, emotional and social aspects of a patient's health and considers the community context in their care." Among instruments that evaluate primary healthcare, two had subscales that mapped to comprehensive services and to the community component of whole-person care: the Primary Care Assessment Tool - Short Form (PCAT-S) and the Components of Primary Care Index (CPCI, a limited measure of whole-person care). To examine how well comprehensiveness is captured in validated instruments that evaluate primary healthcare from the patient's perspective. 645 adults with at least one healthcare contact in the previous 12 months responded to six instruments that evaluate primary healthcare. Scores were normalized for descriptive comparison. Exploratory and confirmatory (structural equation modelling) factor analysis examined fit to operational definition, and item response theory analysis examined item performance on common constructs. Over one-quarter of respondents had missing responses on services offered or doctor's knowledge of the community. The subscales did not load on a single factor; comprehensive services and community orientation were examined separately. The community orientation subscales did not perform satisfactorily. The three comprehensive services subscales fit very modestly onto two factors: (1) most healthcare needs (from one provider) (CPCI Comprehensive Care, PCAT-S First-Contact Utilization) and (2) range of services (PCAT-S Comprehensive Services Available). Individual item performance revealed several problems. Measurement of comprehensiveness is problematic, making this attribute a priority for measure development. Range of services offered is best obtained from providers. Whole-person care is not addressed as a separate construct, but some dimensions are covered by attributes such as interpersonal communication and relational continuity.

CPMs: A Kinesthetic Comprehension Strategy

ERIC Educational Resources Information Center

Block, Cathy Collins; Parris, Sheri R.; Whiteley, Cinnamon S.

2008-01-01

This article discusses a study to determine whether primary grade students can learn comprehension processes via hand motions to portray these mental processes. Comprehension Process Motions (CPMs) were designed to provide students with a way to make abstract comprehension processes more consciously accessible and also to give teachers a way to…

Comprehensive School Reform and Achievement: A Meta-Analysis. Educator's Summary

ERIC Educational Resources Information Center

Center for Data-Driven Reform in Education (NJ3), 2008

2008-01-01

Which comprehensive school reform programs have been proven to help elementary and secondary students achieve? To find out, this review summarizes evidence on comprehensive school reform (CSR) models in elementary and secondary schools. Comprehensive school reform models are programs used schoolwide to improve student achievement. They typically…

Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

ERIC Educational Resources Information Center

Rose, Dale Rennard

2017-01-01

The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

Student perceptions of reproductive health education in US medical schools: a qualitative analysis of students taking family planning electives.

PubMed

Veazey, Kathryn; Nieuwoudt, Claudia; Gavito, Christina; Tocce, Kristina

2015-01-01

Abortion services will be sought by an estimated one in three US women before they reach age 45. Despite the importance of family planning (FP) care, many medical schools do not currently offer formal education in this area, and students are unable to meet associated competency standards prior to graduation. The purpose of this study was to explore students' motivations in pursuing FP electives throughout the United States, their experiences during these courses, and any impact of these rotations on their plans for future practice. We conducted a qualitative study consisting of semi-structured interviews with medical students upon completing fourth-year FP electives at US medical schools. Thirty-seven LCME-accredited US medical schools offered fourth-year FP electives. Course directors at 21 of these institutions recruited study participants between June 2012 and June 2013. Interviews were transcribed, coded, and analyzed with ATLAS/ti software to identify salient themes. We interviewed 29 students representing 14 institutions from all regions of the United States (East Coast, Midwest, South, and West Coast). Five central themes emerged. Medical students are using FP electives to fill gaps in the standard curriculum. Elective participation did not change students' pre-elective stance on abortion. Many students intend to provide abortion in the future but identified possible limiting factors. Proficiency in contraception and options counseling were top competencies desired and gained. Students reported excellent satisfaction with FP electives and would recommend it to their peers, regardless of their personal beliefs. Interview data revealed that students are using FP electives to fill gaps within preclinical and clinical medical school curriculum. Future physicians will be unable to provide comprehensive care for their female patients if they are not provided with this education. Research should be directed at development and analysis of comprehensive FP curricula, which will allow students to obtain the knowledge necessary to best care for their patients.

Student perceptions of reproductive health education in US medical schools: a qualitative analysis of students taking family planning electives.

PubMed

Veazey, Kathryn; Nieuwoudt, Claudia; Gavito, Christina; Tocce, Kristina

2015-01-01

Background Abortion services will be sought by an estimated one in three US women before they reach age 45. Despite the importance of family planning (FP) care, many medical schools do not currently offer formal education in this area, and students are unable to meet associated competency standards prior to graduation. Purpose The purpose of this study was to explore students' motivations in pursuing FP electives throughout the United States, their experiences during these courses, and any impact of these rotations on their plans for future practice. Method We conducted a qualitative study consisting of semi-structured interviews with medical students upon completing fourth-year FP electives at US medical schools. Thirty-seven LCME-accredited US medical schools offered fourth-year FP electives. Course directors at 21 of these institutions recruited study participants between June 2012 and June 2013. Interviews were transcribed, coded, and analyzed with ATLAS/ti software to identify salient themes. Results We interviewed 29 students representing 14 institutions from all regions of the United States (East Coast, Midwest, South, and West Coast). Five central themes emerged. Medical students are using FP electives to fill gaps in the standard curriculum. Elective participation did not change students' pre-elective stance on abortion. Many students intend to provide abortion in the future but identified possible limiting factors. Proficiency in contraception and options counseling were top competencies desired and gained. Students reported excellent satisfaction with FP electives and would recommend it to their peers, regardless of their personal beliefs. Conclusions Interview data revealed that students are using FP electives to fill gaps within preclinical and clinical medical school curriculum. Future physicians will be unable to provide comprehensive care for their female patients if they are not provided with this education. Research should be directed at development and analysis of comprehensive FP curricula, which will allow students to obtain the knowledge necessary to best care for their patients.

Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.

PubMed

Chang, S Q; Williams, R L; McLaughlin, T F

1983-01-01

The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.

General practice, primary care, and health service psychology: concepts, competencies, and the Combined-Integrated model.

PubMed

Schulte, Timothy J; Isley, Elayne; Link, Nancy; Shealy, Craig N; Winfrey, LaPearl Logan

2004-10-01

The profession of psychology is being impacted profoundly by broader changes within the national system of health care, as mental and behavioral health services are being recognized as essential components of a comprehensive, preventive, and cost-efficient primary care system. To fully define and embrace this role, the discipline of professional psychology must develop a shared disciplinary identity of health service psychology and a generalized competency-based model for doctoral education and training. This very framework has been adopted by Combined-Integrated (C-I) doctoral programs in professional psychology, which train across the practice areas (clinical, counseling, and school psychology) to provide a general and integrative foundation for their students. Because C-I programs produce general practitioners who are competent to function within a variety of health service settings, this innovative training approach has great potential to educate and train psychologists for a changing health care marketplace. Copyright 2004 Wiley Periodicals, Inc.

Increasing Literacy Skills for Students with Intellectual and Developmental Disabilities: Effects of Integrating Comprehensive Reading Instruction with Sign Language

ERIC Educational Resources Information Center

Beecher, Larissa; Childre, Amy

2012-01-01

This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading…

Probing Factors Influencing Students' Graph Comprehension Regarding Four Operations in Kinematics Graphs

ERIC Educational Resources Information Center

Phage, Itumeleng B.; Lemmer, Miriam; Hitge, Mariette

2017-01-01

Students' graph comprehension may be affected by the background of the students who are the readers or interpreters of the graph, their knowledge of the context in which the graph is set, and the inferential processes required by the graph operation. This research study investigated these aspects of graph comprehension for 152 first year…

What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

ERIC Educational Resources Information Center

Österholm, Magnus

2015-01-01

The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension

ERIC Educational Resources Information Center

Ahmad, Samah Zakareya

2016-01-01

The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students' listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after…

The Effects of Questioning the Author on the Reading Comprehension of Middle School Students

ERIC Educational Resources Information Center

Sencibaugh, Joseph M.; Sencibaugh, Angela M.

2015-01-01

The purpose of this study was to determine the efficacy of systematic explicit instruction of a questioning strategy for improving the text comprehension of middle school students. Specifically, the reading comprehension of six 8th grade students was investigated to determine whether the questioning strategy, QtA, lead to an increase in the…

The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills

ERIC Educational Resources Information Center

Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

2011-01-01

The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

Development and Validation of an Online Dynamic Assessment for Raising Students' Comprehension of Science Text

ERIC Educational Resources Information Center

Wang, Jing-Ru; Chen, Shin-Feng

2016-01-01

This article reports on the development of an online dynamic approach for assessing and improving students' reading comprehension of science texts--the dynamic assessment for reading comprehension of science text (DARCST). The DARCST blended assessment and response-specific instruction into a holistic learning task for grades 5 and 6 students. The…

Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension

ERIC Educational Resources Information Center

Al Rasheed, Hana S. S.

2014-01-01

Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…

Cognitive Strategies Use in Reading Comprehension and Its Contributions to Students' Achievement

ERIC Educational Resources Information Center

Suyitno, Imam

2017-01-01

The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The participants were 97 students who had completed and passed the reading course. In collecting the research data, the…

The Role of Structured Cooperative Learning Groups for Enhancing Chinese Primary Students' Reading Comprehension

ERIC Educational Resources Information Center

Law, Yin-Kum

2014-01-01

The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students' reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and…

Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

ERIC Educational Resources Information Center

Stetter, Maria Earman; Hughes, Marie Tejero

2011-01-01

Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…

Project Summaries, 1989 - 1990

NASA Technical Reports Server (NTRS)

1990-01-01

Student designs summarized here include two undergraduate space designs and five graduate space designs from fall 1989, plus four undergraduate space designs and four undergraduate aircraft designs from spring 1990. Progress in a number of programs is described. The Geostationary Satellite Servicing Facility, the Lunar Farside Observatory and Science Base, the Texas Educational Satellite, an asteroid rendezvous vehicle, a Titan probe, a subsystems commonality assessment for lunar/Mars landers, a nuclear-thermal rocket propelled Earth-Mars vehicle, and a comprehensive orbital debris management program are among the topics discussed.

Identifying the Effects of Specific CHC Factors on College Students' Reading Comprehension

ERIC Educational Resources Information Center

Taub, Gordon E.; Benson, Nicholas

2013-01-01

Reading comprehension is an important skill for college academic success. Much of the research pertaining to reading in general, and reading comprehension specifically, focuses on the success of primary and secondary school-age students. The present study goes beyond previous research by extending such investigation to the reading comprehension of…

Promoting the Comprehension of Teachers and Students Using Young Adult Literature

ERIC Educational Resources Information Center

Henderson, Shannon C.; Buskist, Connie

2011-01-01

Adolescents who struggle with reading most often encounter problems with comprehension, rather than the ability to read words. Comprehension is a dynamic process that requires the reader to use multiple strategies as meaning is constructed. To improve the reading comprehension of their students, teachers must be knowledgeable about what…

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

ERIC Educational Resources Information Center

Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

2015-01-01

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

The Effects of Repeated Presentations of a Story on the Recall and Comprehension of Grade One Students.

ERIC Educational Resources Information Center

Pronger, Ellinor L.; And Others

In a study to explore cognitive growth related to repeated listening to a story, the following questions were considered: (1) Do first grade students' recall ability and comprehension improve with repeated oral retellings of a story? (2) Is the students' recall ability related to their comprehension ability? and (3) Do the patterns of recall…

Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities: A Study of Segmented Text. CRESST Report 746

ERIC Educational Resources Information Center

Abedi, Jamal; Kao, Jenny C.; Leon, Seth; Sullivan, Lisa; Herman, Joan L.; Pope, Rita; Nambiar, Veena; Mastergeorge, Ann M.

2008-01-01

This study sought to explore factors that affect the accessibility of reading comprehension assessments for students with disabilities. The study consisted of testing students using reading comprehension passages that were broken down into shorter "segments" or "chunks." The results of the segmenting study indicated that: (a)…

The Effect of Teaching Strategies and Curiosity on Students' Achievement in Reading Comprehension

ERIC Educational Resources Information Center

Gurning, Busmin; Siregar, Aguslani

2017-01-01

The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…

WWC Quick Review of the Report "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for…

The Effects of Captions on Deaf Students' Content Comprehension, Cognitive Load, and Motivation in Online Learning

ERIC Educational Resources Information Center

Yoon, Joong-O.; Kim, Minjeong

2011-01-01

The authors examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group…

The Listening Comprehension Strategies Used by College Students to Cope with the Aural Problems in EFL Classes: An Analytical Study

ERIC Educational Resources Information Center

Ghoneim, Nahed Mohamed Mahmoud

2013-01-01

The current study focused on the problems which students encounter while listening to the English language, the mental processes they activate in listening comprehension, and the strategies they use in different phases of comprehension. Also, it aimed to find out whether there were any differences between advanced and intermediate students in…

Test Performance Vis a Vis Test-Taking Strategies in Reading Comprehension of English as a Second Language.

ERIC Educational Resources Information Center

Roizen, Merle A.

A study of students' self-expressed test-taking strategies for reading comprehension tests in English as a second language (ESL) had as subjects 86 Hebrew-speaking university students in Israel. The students were given a reading comprehension test, half with open-ended questions and half with multiple choice. Half the responses were anonymous and…

The Effectiveness of Using Group Story-Mapping Strategy to Improve Reading Comprehension of Students with Learning Disabilities

ERIC Educational Resources Information Center

Alturki, Nada

2017-01-01

The purpose of this study was to examine the effectiveness of using group story-mapping on ESL students with a learning disability in reading comprehension. The researcher focused on a specific graphic organizer in this study, called Group Story-Mapping. This strategy required students with learning disabilities involving reading comprehension to…

The Effect of Student-Related and Text-Related Characteristics on Student's Reading Behaviour and Text Comprehension: An Eye Movement Study

ERIC Educational Resources Information Center

de Leeuw, Linda; Segers, Eliane; Verhoeven, Ludo

2016-01-01

The focus of the present study was on the mediation and moderation effects of reading processes as evidenced from eye movements on the relation between cognitive and linguistic student characteristics (word decoding, vocabulary, comprehension skill, short-term memory, working memory, and nonverbal intelligence) and text comprehension. Forty 4th…

Second Language Reading Topic Familiarity and Test Score: Test-Taking Strategies for Multiple-Choice Comprehension Questions

ERIC Educational Resources Information Center

Lee, Jia-Ying

2011-01-01

The main purpose of this study was to compare the strategies used by Chinese-speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts.…

Factors Associated With Medical School Entrants' Interest in Military Financial Assistance in Exchange for a Service Obligation: The Michigan State University College of Human Medicine Cohort.

PubMed

Sienko, Dean G; Oberst, Kathleen

2017-07-01

The U.S. military offers comprehensive scholarships to medical students to help offset costs in exchange for either reserve or active duty service commitments. Our goal was to describe to what degree newly admitted students to Michigan State University's College of Human Medicine were aware of and interested in these opportunities. We surveyed 176 newly admitted students at the beginning and immediately following a presentation on military medicine opportunities. We collected anonymous paper surveys from program attendees and entered the data into Stata v13.1. The project was submitted for institutional review board review and deemed to not involve human subjects. Tests of association were performed using Chi-square test of independence and Fisher's exact test where needed. Our cohort was 49% female, 51% male, and over 90% were less than 30 years of age. Only 14% reported having family involved in the military. Our results indicated that over 90% of students were aware of these programs but less than 3% took advantage of the offerings. Despite 65% reporting somewhat or significant concerns over debt, financial concerns were not statistically associated with scholarship interest level. Instead, having a family member in the military was the most significant positive predictor of interest (47% compared with 17%, p < 0.01). Among those expressing disinterest, 66% cited apprehension over control of their lives as their primary concern. Recruiters may wish to emphasize benefits of military service aside from financial support. Career vignettes and summaries may offer better insight into the service experience for those lacking familiarity thereby potentially increasing interest and applications. Focus groups with current scholarship awardees may inform recruitment strategies. Reprint & Copyright © 2017 Association of Military Surgeons of the U.S.

Ceremonies of gratitude following the dissection course: A report on procedures in departments of anatomy in German speaking countries.

PubMed

Pabst, R; Schmiedl, A; Schrieber, S; Tschernig, T; Pabst, V C

2017-03-01

The departments of anatomy in Germany, Austria and the German-speaking part of Switzerland were sent comprehensive (18 items) questionnaires requesting details on memorial ceremonies held at the close of the dissection course in the medical curriculum, including objectives, organization, number of participants and the role of the medical students. The response rate was very high (95%). In more than 95% of instances a ceremony is held, initiated mainly after 1970. The titles of the ceremony range from commemoration ceremony (42%), service of mourning (19%) memorial service (19%) to ceremony of gratitude (7%). The number of participants exceeds 300 in 15% of these ceremonies. The invitation comes mostly from the student group organizing the ceremony (62%). The ceremony is offered mainly for the students of the course (23%), for student tutors (16%), relatives of the body donors (23%) and scientific staff (15%). The students actively participate with musical contributions (19%), gestures such as candles (17%) and flowers (12%), speeches (17%) and readings (12%). The relevance of the practical dissection course and body donation programs is also discussed. The results are compared to ceremonies in various countries with different religious backgrounds. This dissection course is unique among all courses in the medical curriculum as it obviously also has spiritual aspects. Copyright © 2016 Elsevier GmbH. All rights reserved.

Physiotherapy clinical educators' perspectives on a fitness to practice initiative.

PubMed

Lo, Kristin; Curtis, Heather; Francis-Cracknell, Alison; Maloney, Stephen; Nickson, Wendy; Bearman, Margaret; Keating, Jennifer L

2018-01-01

Health practitioner registration boards require health professionals to evaluate and maintain "fitness to practice" (FTP). This encompasses the professional behavior, clinical competence, and freedom from impairment required for safe and effective service provision. We developed and implemented policies to promote student self-assessment and support of FTP that were pre-emptive and designed to be helpful and sought clinician feedback on this initiative. An innovative student-centered FTP approach was devised with consideration of defensible ethico-legal practice. A survey explored clinical educators' perceptions of the FTP policy and the associated education and support. Closed and open survey questions were analyzed using descriptive statistics, qualitative evaluation, and thematic analysis. Seventy-nine physiotherapy clinical educators from 34 sites across eight Australian health services returned surveys. Educators had positive perceptions of policy components, particularly incorporating professionalism as a hurdle requirement and the attendance and incident reporting policies. The benefits of a student-centered FTP approach included clarity and consistency in managing FTP issues and facilitation of student awareness through active engagement in maintaining their FTP. To our knowledge, this paper is the first to report a comprehensive approach to the range of FTP issues incorporating student self-declaration of issues that may affect desirable progression through clinical placements. The policy and program of education and support are likely to be generalizable to health professional training programs that utilize workplace training.

Increasing Reading Comprehension of Elementary Students through Fluency-Based Interventions

ERIC Educational Resources Information Center

Neumann, Veda S.; Ross, Dorothy K.; Slaboch, Anita F.

2008-01-01

The authors of this action research project report implemented oral reading fluency-based interventions for the purpose of improving students' reading comprehension. Six students in grade three, six students in grade five and six students in grade six participated in the study from Monday, August 27 through Friday, December 7, 2007. Researchers…

Integration of pharmacists into a patient-centered medical home.

PubMed

Scott, Mollie Ashe; Hitch, Bill; Ray, Lisa; Colvin, Gaye

2011-01-01

To define the joint principles of the patient-centered medical home (PCMH) and describe the integration of pharmacists into a PCMH. Family medicine residency training program in North Carolina from 2001 to 2011. Mountain Area Health Education Family Health Center is a family medicine residency training program that is part of the North Carolina Area Health Education Center system. The goal of the organization is to train and retain health care students and residents. The practice is recognized as a level III PCMH by the National Committee for Quality Assurance (NCQA) and seeks to provide quality, safe, patient-centered care according to the joint principles of PCMH. Pharmacists, nurses, nutritionists, care managers, Spanish translators, and behavioral medicine specialists work collaboratively with physicians to provide seamless, comprehensive care. The Department of Pharmacotherapy is embedded in the family medicine clinic. Three pharmacists and two pharmacy residents are involved in providing direct patient care services, ensuring access to community resources, assisting patients with transitions of care, providing interprofessional education, and participating in continuous quality improvement initiatives. The pharmacists serve as clinical pharmacist practitioners and provide medication therapy management services in a pharmacotherapy clinic, anticoagulation clinics, and an osteoporosis clinic and via an inpatient family medicine service. Multiple learners such as student pharmacists, pharmacy residents, and family medicine residents rotate through the various pharmacy clinics to learn about pharmacotherapeutic principles and the role of the pharmacist in PCMH. PCMH is a comprehensive, patient-centered, team-based approach to population management in the primary care setting. Pharmacists play a vital role in PCMH and make fundamental contributions to patient care across health care settings. Such innovations in the ambulatory care setting create a unique niche for pharmacists to use their skills.

Teaching the pharmacology of antiarrhythmic drugs.

PubMed

Zdanowicz, Martin M; Lynch, Launa M J

2011-09-10

To provide doctor of pharmacy (PharmD) students with highly integrated, comprehensive and up-to-date instruction related to the pharmacology of antiarrhythmic drugs. Students were taught the medicinal chemistry, pharmacology, and therapeutics of antiarrhythmic agents in the cardiology module presented in quarter 7 of the PharmD curriculum. Important foundational information for this topic was presented to students in prerequisite physiology courses and pathophysiology courses offered earlier in the curriculum. Emphasis was placed on student critical thinking and active involvement. Weekly recitation sessions afforded students the opportunity to apply the information they learned regarding arrhythmia pharmacotherapy to comprehensive patient cases. Student comprehension was measured using class exercises, short quizzes, case write-ups, comprehensive examinations, group exercises, and classroom discussion. Students were afforded the opportunity to evaluate the course, and the instructors as well as rate the degree to which the course achieved its educational outcomes. Students learned about cardiac arrhythmias through a high-quality, interdisciplinary series of classes presented by faculty members with extensive experience related to the pharmacology and pharmacotherapy of cardiac arrhythmias.

Building Student and Family-Centered Care Coordination Through Ongoing Delivery System Design.

PubMed

Baker, Dian; Anderson, Lori; Johnson, Jody

2017-01-01

In 2016 the National Association of School Nurses released an updated framework for school nurse practice. One highlight of the new framework is 21st century care coordination. That is, moving beyond basic case management to a systems-level approach for delivery of school health services. The framework broadly applies the term care coordination to include direct care and communication across systems. School nurses are often engaged in efforts to create school health care homes that serve as an axis of coordination for students and families between primary care offices and the schools. Effective care coordination requires that the school nurses not only know the principles of traditional case management but also understand complex systems that drive effective care coordination. The outcome of a system-level approach is enhanced access to services in an integrated health care delivery system that includes the school nurse as an integral member of the school's health care team. This article presents a comprehensive, system-level model of care coordination for school nurse leadership and practice.

Comparison of patients' expectations and experiences at traditional pharmacies and pharmacies offering enhanced advanced pharmacy practice experiences.

PubMed

Kassam, Rosemin; Collins, John B; Berkowitz, Jonathan

2010-06-15

To compare patients' expectations and experiences at pharmacies offering traditional APPE learning opportunities with those offering enhanced APPEs that incorporate pharmaceutical care activities. A survey of anchored measures of patient satisfaction was conducted in 2 groups of APPE- affiliated community pharmacies: those participating in an enhanced APPE model versus those participating in the traditional model. The enhanced intervention included preceptor training, a comprehensive student orientation, and an extended experience at a single pharmacy rather than the traditional 2 x 4-week experience at different pharmacies. While patient expectations were similar in both traditional and enhanced APPE pharmacies, patients in enhanced pharmacies reported significantly higher in-store satisfaction and fewer service gaps. Additionally, satisfaction was significantly higher for patients who had received any form of consultation, from either pharmacist or students, than those reporting no consultations. Including provision of pharmaceutical care services as part of APPEs resulted in direct and measurable improvements in patient satisfaction.

Identification of desired outcomes for school nursing practice.

PubMed

Selekman, Janice; Guilday, Patricia

2003-12-01

The Scope and Standards of Professional School Nursing Practice states that school nurses should evaluate the quality and effectiveness of their practice. School nurses have not yet identified and adopted outcomes by which this effectiveness can be measured. This study used focus groups during a national meeting of school nurse leaders to identify the desired outcomes that could be used to measure the efficacy of school nursing practice. Ten desired outcome themes were identified with numerous specific indicators as possible ways to measure the desired outcome in each theme. The student-, school-, and nurse-focused outcome themes were as follows: (a) increased student seat time, (b) receipt of first aid and acute care measures, (c) receipt of competent health-related interventions or skills, (d) meeting of the comprehensive needs of children with chronic conditions, (e) enhanced school health via wellness promotion and disease prevention measures, (f) referrals, (g) safe environment, (h) enhanced school health via community outreach, (i) cost-effective school nurse services, and (j) student, parent, and staff satisfaction. The school nurse participants were supportive of having potential outcomes identified and unanimously endorsed the findings at the conclusion of the study. They have provided a comprehensive framework from which evaluation tools can be developed to measure the efficacy of school nursing.

Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis

ERIC Educational Resources Information Center

Murphy, P. Karen; Wilkinson, Ian A. G.; Soter, Anna O.; Hennessey, Maeghan N.; Alexander, John F.

2009-01-01

The role of classroom discussions in comprehension and learning has been the focus of investigations since the early 1960s. Despite this long history, no syntheses have quantitatively reviewed the vast body of literature on classroom discussions for their effects on students' comprehension and learning. This comprehensive meta-analysis of…

Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research.

PubMed

Kim, Ae-Hwa; Vaughn, Sharon; Wanzek, Jeanne; Wei, Shangjin

2004-01-01

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.

The Differential Effects of Three Methods of Teaching on the Reading Comprehension and Vocabulary of Ninth Grade Students.

ERIC Educational Resources Information Center

Hafner, Lawrence E.; Palmer, Barbara C.

1980-01-01

Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)

The Development and Evaluation of a Reading Comprehension Strategy with Learning Disabled Students.

ERIC Educational Resources Information Center

Flaro, Lloyd

1987-01-01

Discusses a learning strategy, employing imaginal processes and verbal mediations procedures, designed to improve reading comprehension in 24 learning disabled students. Indicates significant gains and improvement in reading comprehension over a 15 week treatment period. (MM)

The Impact of a Close Reading Approach on the Comprehension Level of English I Students at Wavers High School

ERIC Educational Resources Information Center

Janus, Tina Marie

2017-01-01

The purpose of this study was to examine the impact a close reading approach had on the reading comprehension levels of twelve English I students. Studies in literacy theory have suggested that students' reading comprehension levels improve with the use of reading strategies. As part of a larger body of research concerning reading instruction for…

The Impact of Item Dependency on the Efficiency of Testing and Reliability of Student Scores from a Computer Adaptive Assessment of Reading Comprehension

ERIC Educational Resources Information Center

Petscher, Yaacov; Foorman, Barbara R.; Truckenmiller, Adrea J.

2017-01-01

The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled…

Reading Comprehension Skills of Bilingual Children in Turkey

ERIC Educational Resources Information Center

Bayat, Seher

2017-01-01

This study aims to compare the reading comprehension skills of the bilingual students studying at the 4th Grade of the Primary School with the monolingual students studying at the 4th Grade. With this purpose, 303 students were included from the Black Sea Region, where mainly monolingual students studied and 247 students were included from the…

Exposing Underrepresented Groups to Climate Change and Atmospheric Science Through Service Learning and Community-Based Participatory Research

NASA Astrophysics Data System (ADS)

Padgett, D.

2016-12-01

Tennessee State University (TSU) is among seven partner institutions in the NASA-funded project "Mission Earth: Fusing Global Learning and Observations to Benefit the Environment (GLOBE) with NASA Assets to Build Systemic Innovation in STEM Education." The primary objective at the TSU site is to expose high school students from racial and ethnic groups traditionally underrepresented in STEM to atmospheric science and physical systems associated with climate change. Currently, undergraduate students enrolled in TSU's urban and physical courses develop lessons for high school students focused upon the analysis of global warming phenomena and related extreme weather events. The GLOBE Atmosphere Protocols are emphasized in exercises focused upon the urban heat island (UHI) phenomenon and air quality measurements. Pre-service teachers at TSU, and in-service teachers at four local high schools are being certified in the Atmosphere Protocols. Precipitation, ambient air temperature, surface temperature and other data are collected at the schools through a collaborative learning effort among the high school students, TSU undergraduates, and high school teachers. Data collected and recorded manually in the field are compared to each school's automated Weatherbug station measurements. Students and teachers engage in analysis of NASA imagery as part of the GLOBE Surface Temperature Protocol. At off-campus locations, US Clean Air Act (CAA) criteria air pollutant and Toxic Release Inventory (TRI) air pollutant sampling is being conducted in community-based participatory research (CBPR) format. Students partner with non-profit environmental organizations. Data collected using low-cost air sampling devices is being compared with readings from government air monitors. The GLOBE Aerosols Protocol is used in comparative assessments with air sampling results. Project deliverables include four new GLOBE schools, the enrollment of which is nearly entirely comprised of students underrepresented in STEM. A model for service learning activities with GLOBE to increase underrepresented groups participation in STEM is a second deliverable. A third deliverable, a comprehensive citizen science guidebook for grassroots level air quality assessment, is being developed for wide distribution.

An Inexpensive School/Home Intervention Program To Raise Student Achievement.

ERIC Educational Resources Information Center

Evans, Thomas; And Others

A comprehensive strategy targeted to raise student achievement is arguably one of the most important components of any school's vision for improvement. This paper describes a comprehensive intervention program at The San Alejo American School, Honduras (student enrollment: <100). This program was aimed toward raising students' achievement…

The Effects of Comprehension Monitoring Training on the Reading Competence of Learning Disabled and Regular Class Students.

ERIC Educational Resources Information Center

Chan, Lorna K. S.; Cole, Peter G.

1986-01-01

A study involving 36 (10-12 years) learning disabled (LD) students with reading problems and 36 regular class students matched with LD subjects for reading age demonstrated the benefit of training LD students to use metacognitive activities in reading comprehension. (Author/CL)

Executive Functioning and Figurative Language Comprehension in Learning Disabilities

ERIC Educational Resources Information Center

Bishara, Saied; Kaplan, Shani

2016-01-01

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities

ERIC Educational Resources Information Center

Jones, Valerie

2012-01-01

It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

Interim Outcomes Assessment of the Comprehensive Clinical Performance Grid for Student Evaluation.

ERIC Educational Resources Information Center

Tolls, Dorothy Bazzinotti; Carlson, Nancy; Wilson, Roger; Richman, Jack

2001-01-01

Assessed the viability of the Comprehensive Clinical Performance Grid for Student Evaluation, introduced at The New England College of Optometry in 1996 in clinical student assessment. Analyzed faculty and student feedback and consistency with previous evaluations, between evaluators, and between clinical sites and tracts. Found satisfaction with…

Restorative dentistry productivity of senior students engaged in comprehensive care.

PubMed

Blalock, John S; Callan, Richard S; Lazarchik, David A; Frank Caughman, W; Looney, Stephen

2012-12-01

In dental education, various clinical delivery models are used to educate dental students. The quantitative and qualitative measures used to assess the outcomes of these models are varied. Georgia Health Sciences University College of Dental Medicine has adopted a version of a general dentistry comprehensive care dental education hybrid model. Outcome assessments were developed to evaluate the effectiveness of this delivery model. The aim of this study was to compare the number of restorative procedures performed by senior dental students under a discipline-based model versus senior student productivity engaged in comprehensive care as part of a hybrid model. The rate of senior students' productivity in performing various restorative procedures was tracked over four years, and a comparison was made. In the first two years, the seniors operated in a discipline-based model, while in the last two years the seniors operated in a comprehensive care hybrid model. The results showed that there was a significant increase in productivity by the students in terms of direct and indirect restorations. This increase in productivity may indicate that the comprehensive care model may be a more productive model, thereby enhancing clinical experiences for the students, improving operating efficiency for the schools, and ultimately increasing clinical income.

Comprehensive Education Portfolio with a Career Focus

ERIC Educational Resources Information Center

Kruger, Evonne J.; Holtzman, Diane M.; Dagavarian, Debra A.

2013-01-01

There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over…

Measuring Speech Comprehensibility in Students with Down Syndrome

PubMed Central

Woynaroski, Tiffany; Camarata, Stephen

2016-01-01

Purpose There is an ongoing need to develop assessments of spontaneous speech that focus on whether the child's utterances are comprehensible to listeners. This study sought to identify the attributes of a stable ratings-based measure of speech comprehensibility, which enabled examining the criterion-related validity of an orthography-based measure of the comprehensibility of conversational speech in students with Down syndrome. Method Participants were 10 elementary school students with Down syndrome and 4 unfamiliar adult raters. Averaged across-observer Likert ratings of speech comprehensibility were called a ratings-based measure of speech comprehensibility. The proportion of utterance attempts fully glossed constituted an orthography-based measure of speech comprehensibility. Results Averaging across 4 raters on four 5-min segments produced a reliable (G = .83) ratings-based measure of speech comprehensibility. The ratings-based measure was strongly (r > .80) correlated with the orthography-based measure for both the same and different conversational samples. Conclusion Reliable and valid measures of speech comprehensibility are achievable with the resources available to many researchers and some clinicians. PMID:27299989

A Pilot Demonstration of Comprehensive Mental Health Services in Inner-City Public Schools

ERIC Educational Resources Information Center

Walter, Heather J.; Gouze, Karen; Cicchetti, Colleen; Arend, Richard; Mehta, Tara; Schmidt, Janet; Skvarla, Madelynn

2011-01-01

Background: National policy statements increasingly espouse the delivery of comprehensive mental health services in schools. In response to the limited evidence supporting this recommendation, the purpose of this study was to assess the need for, and feasibility, desirability, and outcomes of a full model of comprehensive mental health services in…

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents.

PubMed

Guthrie, John T; Klauda, Susan Lutz

2014-10-01

We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.

School district wellness policy quality and weight-related outcomes among high school students in Minnesota

PubMed Central

Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.

2016-01-01

Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between WellSAT scores and district-level means of high school student responses to a statewide survey of health behaviors were examined in this ecologic study. WellSAT Total Strength and Total Comprehensiveness scores were positively associated with both student mean Body Mass Index (BMI) percentile (Strength: P = 0.018, Comprehensiveness: P = 0.031) and mean percent overweight or obese (Strength: P = 0.008, Comprehensiveness: P = 0.026), but only in districts with >50% of students eligible for Free or Reduced-Price Lunches (FRPLs), or ‘high FRPL districts’. WellSAT Physical Education and Physical Activity subscale scores were also positively associated with the mean days per week students engaged in physical activity for ≥ 60 min in high FRPL districts (Strength: P = 0.008, Comprehensiveness: P = 0.003) and in low FRPL districts (<35% eligible) for Strength score: (P = 0.027). In medium FRPL districts (35–50% eligible), Nutrition Education and Wellness Promotion Strength and Comprehensiveness subscale scores were positively associated with, respectively, daily servings of vegetables (P = 0.037) and fruit (P = 0.027); and WellSAT Total scores were positively associated with daily vegetable servings (Strength: P = 0.037, Comprehensiveness: P = 0.012). Administrators of economically disadvantaged school districts with a higher percentage of overweight students may be recognizing the need for stronger wellness policies and the specific importance of implementing policies pertaining to physical activity as a means to improve student health. PMID:26850060

Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe Disabilities.

PubMed

Erickson, Karen A

2017-05-17

The purpose of this clinical focus article is to briefly describe comprehensive emergent and conventional literacy instruction for students with severe disabilities. Specific attention is given to interprofessional collaborative practice and the roles of team members in planning and delivering instruction. A rationale for the delivery of comprehensive instruction that balances skill and meaning emphases is provided with reference to new college and career readiness standards, the literature on literacy acquisition for students without disabilities, and, when possible, the literature on literacy acquisition for students with severe disabilities. Specific instructional approaches are presented to demonstrate how teams can actively engage students with severe disabilities in instruction that is collaborative, participatory, and interactive. Successful provision of comprehensive literacy instruction that allows students with severe disabilities to achieve conventional literacy takes time and the efforts of a collaborative interprofessional team. Speech-language pathologists play a critical role on these teams as they ensure that students with severe disabilities have the language and communication supports they need to be successful.

Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension.

PubMed

Potocki, Anna; Magnan, Annie; Ecalle, Jean

2015-01-01

Four groups of poor readers were identified among a population of students with learning disabilities attending a special class in secondary school: normal readers; specific poor decoders; specific poor comprehenders, and general poor readers (deficits in both decoding and comprehension). These students were then trained with a software program designed to encourage either their word decoding skills or their text comprehension skills. After 5 weeks of training, we observed that the students experiencing word reading deficits and trained with the decoding software improved primarily in the reading fluency task while those exhibiting comprehension deficits and trained with the comprehension software showed improved performance in listening and reading comprehension. But interestingly, the latter software also led to improved performance on the word recognition task. This result suggests that, for these students, training interventions focused at the text level and its comprehension might be more beneficial for reading in general (i.e., for the two components of reading) than word-level decoding trainings. Copyright © 2015 Elsevier Ltd. All rights reserved.

Rapid naming, reading and comprehension in students with learning difficulties.

PubMed

Silva, Cláudia da; Cunha, Vera Lúcia Orlandi; Pinheiro, Fábio Henrique; Capellini, Simone Aparecida

2012-01-01

To compare and correlate the performance of students with learning difficulties in rapid naming, reading and comprehension. Participants were 32 students from 4th grade of elementary school of both genders, with ages between 11 years and 4 months and 12 years and 7 months. The first and second oral reading of a text selected based on the indication of 4th grade teachers were conducted, as well as the first and second reading comprehension task composed by four questions presented right after the reading, to which students should answered orally, and the rapid naming task from the Test of Cognitive-Linguistic Performance, individual version. Differences were found between the first and the second comprehension scores, and between rapid naming, first and second reading. There was a strong correlation between comprehension and reading, suggesting that the performance in the first reading significantly influenced the performance in the second reading, which also occurred for comprehension. The delay in the activities of naming, reading and comprehension in the first evaluation provoked failures in the phoneme-grapheme conversion that may be enough to cause learning difficulties in reading.

Passageless Comprehension on the "Nelson-Denny Reading Test": Well above Chance for University Students

ERIC Educational Resources Information Center

Coleman, Chris; Lindstrom, Jennifer; Nelson, Jason; Lindstrom, William; Gregg, K. Noel

2010-01-01

The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk…

Subject Comprehension and Critical Thinking: An Intervention for Subject Comprehension and Critical Thinking in Mixed-Academic-Ability University Students

ERIC Educational Resources Information Center

Bellaera, Lauren; Debney, Lauren; Baker, Sara T.

2016-01-01

Subject comprehension and critical thinking are both key goals of higher education. However, while the former is, on the whole, successfully cultivated in undergraduate students, the latter is not. Few empirical studies have investigated the relationship between subject comprehension and critical thinking. In the present article we suggest that…

The Effects of Using a Combination of Story Frames and Retelling Strategies with Learning Disabled Students To Build Their Comprehension Ability.

ERIC Educational Resources Information Center

Kuldanek, Kelly

Reading is the foundation for literacy and comprehension is the foundation for education. Many learning disabled students struggle to understand what they have read and many instructional approaches in small group settings focus on decoding rather than on comprehension. Employing a dual strategic approach to facilitate comprehension enables…

Improving 4th Grade Primary School Students' Reading Comprehension Skills

ERIC Educational Resources Information Center

Bulut, Aydin

2017-01-01

The aim of this study was to carry out action research to investigate reading comprehension skills when using the SQ3R reading comprehension strategy. To that end, this strategy was used for improving the reading comprehension skills of 7 primary school 4th grade students who had problems with these skills. An action plan was prepared for 3hours a…

School of pharmacy-based medication therapy management program: development and initial experience.

PubMed

Lam, Annie; Odegard, Peggy Soule; Gardner, Jacqueline

2012-01-01

To describe a school of pharmacy-community pharmacy collaborative model for medication therapy management (MTM) service and training. University of Washington (UW) School of Pharmacy (Seattle), from July to December 2008. MTM services and training. A campus-based MTM pharmacy was established for teaching, practice, and collaboration with community pharmacies to provide comprehensive medication reviews (CMRs) and MTM training. Number of collaborating pharmacies, number of patients contacted, number of CMRs conducted, and estimated cost avoidance (ECA). UW Pharmacy Cares was licensed as a Class A pharmacy (nondispensing) and signed "business associate" agreements with six community pharmacies. During July to December 2008, 10 faculty pharmacists completed training and 5 provided CMR services to 17 patients (5 telephonic and 12 face-to-face interviews). A total of 67 claims (17 CMRs and 50 CMR-generated claims) were submitted for reimbursement of $1,642 ($96.58/CMR case). Total ECA was $54,250, averaging $3,191.19 per patient. Seven student pharmacists gained CMR interview training. Interest in collaboration by community pharmacies was lower than expected; however, the campus-community practice model addressed unmet patient care needs, reduced outstanding MTM CMR case loads, increased ECA, and facilitated faculty development and training of student pharmacists.

Examining the Effects of Text Genre and Structure on Fourth-and Fifth-Grade Students' High-Level Comprehension as Evidenced in Small-Group Discussions

ERIC Educational Resources Information Center

Li, Mengyi; Murphy, P. Karen; Firetto, Carla M.

2014-01-01

Although there is a rich literature on the role of text genre and structure on students' literal comprehension, more research is needed regarding the role of these text features on students' high-level comprehension as evidenced in their small-group discussions. As such, the present study examined the effects of text genre (i.e., narrative and…

L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.

ERIC Educational Resources Information Center

Duda, R.; Regent, O.

The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

Reading skills of students with speech sound disorders at three stages of literacy development.

PubMed

Skebo, Crysten M; Lewis, Barbara A; Freebairn, Lisa A; Tag, Jessica; Avrich Ciesla, Allison; Stein, Catherine M

2013-10-01

The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). In a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.

Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

PubMed Central

Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

2015-01-01

Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280

77 FR 77001 - Comprehensive Review of Licensing and Operating Rules for Satellite Services

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-31

...] Comprehensive Review of Licensing and Operating Rules for Satellite Services AGENCY: Federal Communications... Notice of Proposed Rulemaking that initiated a comprehensive review of the Commission's rules governing... summary of the Order in IB Docket No. 12-267, Comprehensive Review of Licensing and Operating Rules for...

The relationship between sun protection policies and practices in schools with primary-age students: the role of school demographics, policy comprehensiveness and SunSmart membership.

PubMed

Dono, J; Ettridge, K A; Sharplin, G R; Wilson, C J

2014-02-01

Schools can implement evidence-based sun protection policies that guide practices to help protect children from harmful sun exposure. This national study assessed the relationship between the existence and comprehensiveness of written policies and the comprehensiveness of sun protection practices. The impact of school demographics on the strength of the relationship was also examined, as was the possibility that 'SunSmart' membership would have an additional impact on practices, beyond having any formal policy. In 2011-12, staff members of 1573 schools catering to primary-age students completed a self-administered survey about sun protection policies and practices (response rate of 57%). Results showed that schools with a written policy had more comprehensive practices than schools without a written policy. The relationship between having a written policy and sun protection practices was stronger for remote schools compared with metropolitan and regional schools, and for schools catering to both primary and secondary students compared with primary students only. In addition, policy comprehensiveness was associated with practice comprehensiveness, and SunSmart membership was indirectly related to practice comprehensiveness via policy comprehensiveness. These results indicate that written policies relate to practice comprehensiveness, but the strength of the association can vary according to the characteristics of the organization.

Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels than Students Using Traditional Print Books?

ERIC Educational Resources Information Center

Wells, Casey L.

2012-01-01

The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…

Evaluating a Comprehensive Campus-Community Prevention Intervention to Reduce Alcohol-Related Problems in a College Population*

PubMed Central

Saltz, Robert F.; Welker, Lara R.; Paschall, Mallie J.; Feeney, Maggie A.; Fabiano, Patricia M.

2009-01-01

Objective: This article evaluates Western Washington University's Neighborhoods Engaging with Students project—a comprehensive strategy to decrease disruptive off-campus parties by increasing student integration into and accountability to the neighborhoods in which they live. The intervention includes increasing the number of and publicity regarding “party emphasis patrols” and collaboration with the city to develop a regulatory mechanism to reduce repeat problematic party calls to the same address. The enforcement components are complemented by campus-based, late-night expansion programming, as well as neighborhood engagement strategies including an educational Web site designed to increase students' knowledge of and skills in living safely and legally in the community, service-learning projects in the campus-contiguous neighborhoods, and a neighborhood-based conflict-resolution program. Method: The evaluation comprised data from three public universities in Washington. In addition to the Western Washington University site, a second campus created an opportunity for a “natural experiment” because it adopted a very similar intervention in the same time frame, creating two intervention sites and one comparison site. Annual, Web-based student surveys in 2005 and 2006 included measures of alcohol consumption, alcohol-related problems, and student perception of alcohol control and prevention activities. Results: Although statistical power with three campuses was limited, results using hierarchical linear modeling showed that the prevalence of heavy episodic drinking was significantly lower at the intervention schools (odds ratio = 0.73; N = 6, 150 students). Conclusions: The results suggest that alcohol control measures can be effective in reducing problematic drinking in college settings. These findings strongly support conducting a replication with greater power and a more rigorous design. PMID:19538909

Effects of Comic Strips on L2 Learners' Reading Comprehension

ERIC Educational Resources Information Center

Liu, Jun

2004-01-01

This article reports the results of an experiment investigating the role of comic strips on ESL learners' reading comprehension. The students' proficiency levels were estimated, and students were organized into a low intermediate-level proficiency group (low-level students) and a high intermediate-level proficiency group (high-level students).…

A Comprehensive Stress Education and Reduction Program Utilizing a Well-Being Model: Incorporating the ASCA Student Standards

ERIC Educational Resources Information Center

Tarabochia, Dawn S.

2013-01-01

The American School Counselor Association developed national standards for students to provide a framework for a holistic approach to student academic, career, and personal/social development. While the ASCA Student Standards are comprehensive, little attention is given to stress. Adolescents are experiencing greater stress associated with…

Media Presentations on the Reading Attention and Comprehension of Taiwanese Elementary School Students

ERIC Educational Resources Information Center

Ku, David Tawei; Cheng, Yu-Mei

2016-01-01

We adopted an experimental design to investigate the effects of various media presentation modes on the reading attention and comprehension of Taiwanese elementary school students. The participants comprised 138 students from 4 classes of third grade elementary school students from New Taipei City, Taiwan. The participants attended 5 short stories…

Transforming Reading Comprehension Instruction through Student Conferencing and Teacher Journaling

ERIC Educational Resources Information Center

Costello, David

2014-01-01

When I was asked to teach the entire literacy curriculum to my grade six students in only five months, I implemented reading conferences as an instructional practice to deepen students' reading comprehension. Classroom events related to reading conferences, student decision-making, and instructional planning were recorded in a journal. This…

Enhancing Reading Comprehension among Students with High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study

ERIC Educational Resources Information Center

Roux, Catherine; Dion, Eric; Barrette, Anne

2015-01-01

Reading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, M…

Reading Comprehension of Immigrant Students in Germany: Research Evidence on Determinants and Target Points for Intervention

ERIC Educational Resources Information Center

Marx, Alexandra E.; Stanat, Petra

2012-01-01

International studies, such as the "Programme for International Student Assessment" (PISA), have shown that, in most participating countries, students who do not typically speak the test language at home reach lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, "2006").…

Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

ERIC Educational Resources Information Center

Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael

2015-01-01

"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

ERIC Educational Resources Information Center

Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.

2017-01-01

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

ERIC Educational Resources Information Center

Collins, Alyson A.; Lindström, Esther R.; Compton, Donald L.

2018-01-01

Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading…

K-12 School Food Service Staff Training Interventions: A Review of the Literature.

PubMed

Stephens, Lacy; Byker Shanks, Carmen

2015-12-01

School food service professionals are vital to implementing national nutrition standards in school meal programs. Appropriate and effective training for these professionals may be one key to producing healthful meals that students are excited to eat and also meet United States Department of Agriculture (USDA) nutrient guidelines. A systematic literature review was conducted to understand the scope of interventions conducted with food service staff. PubMed, Web of Knowledge, and Science Direct databases were searched for articles detailing school food service training interventions in K-12 school settings within the United States. Of 2341 articles retrieved, 17 articles describing 14 food service training interventions met the inclusion criteria. While food service staff training was an important component of many comprehensive school health and school meal interventions, there were few studies that specifically addressed school food service staff trainings. Although some best practices can be concluded from the current literature, major gaps in knowledge about effective school food service training interventions and validated research tools remain. As new professional standards are mandated by the USDA, a more thorough evaluation and understanding of best practices is vital to maximize the effectiveness of food service staff training. © 2015, American School Health Association.

Caring Prescriptions: Comprehensive Health Care Strategies for Young Children in Poverty.

ERIC Educational Resources Information Center

Bell, Karen N.; Simkin, Linda S.

This report examines how communities and groups can shape the content of health services to bring more comprehensive health services to poor children and families. The report is based on a study of 11 comprehensive primary care programs and systems some of which offer school-based services: 4 freestanding community-based programs, 4 local systems…

Teaching Language Through Comprehension.

ERIC Educational Resources Information Center

Winitz, Harris; And Others

In the comprehension approach to second language instruction, the major procedure is to provide students with comprehensible input, which it is the students' responsibility to understand. The aim is to encourage nucleation of the target language, that is the crystallization of the rule system. Teaching procedures focus on strategies for implicit…

Issues in implementing a comprehensive intervention for public school children with autism spectrum disorders.

PubMed

Koenig, Kristie Patten; Feldman, Jill M; Siegel, Dorothy; Cohen, Shirley; Bleiweiss, Jamie

2014-01-01

Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.

Perspectives on statistics education: observations from statistical consulting in an academic nursing environment.

PubMed

Hayat, Matthew J; Schmiege, Sarah J; Cook, Paul F

2014-04-01

Statistics knowledge is essential for understanding the nursing and health care literature, as well as for applying rigorous science in nursing research. Statistical consultants providing services to faculty and students in an academic nursing program have the opportunity to identify gaps and challenges in statistics education for nursing students. This information may be useful to curriculum committees and statistics educators. This article aims to provide perspective on statistics education stemming from the experiences of three experienced statistics educators who regularly collaborate and consult with nurse investigators. The authors share their knowledge and express their views about data management, data screening and manipulation, statistical software, types of scientific investigation, and advanced statistical topics not covered in the usual coursework. The suggestions provided promote a call for data to study these topics. Relevant data about statistics education can assist educators in developing comprehensive statistics coursework for nursing students. Copyright 2014, SLACK Incorporated.

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: comprehensive school nutrition services.

PubMed

Briggs, Marilyn; Mueller, Constance G; Fleischhacker, Sheila

2010-11-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health, and academic performance of our nation's children. Local school wellness policies may strengthen comprehensive nutrition services by encouraging multidisciplinary wellness teams, composed of school and community members, to work together in identifying local school needs, developing feasible strategies to address priority areas, and integrating comprehensive nutrition services with a coordinated school health program. This joint position paper affirms schools as an important partner in health promotion. To maximize the impact of school wellness policies on strengthening comprehensive, integrated nutrition services in schools nationwide, ADA, SNA, and SNE recommend specific strategies in the following key areas: nutrition education and promotion, food and nutrition programs available on the school campus, school-home-community partnerships, and nutrition-related health services.

The inception and evolution of a unique masters program in cancer biology, prevention and control.

PubMed

Cousin, Carolyn; Blancato, Jan

2010-09-01

The University of the District of Columbia (UDC) and the Lombardi Comprehensive Cancer Center (LCCC), Georgetown University Medical Center established a Masters Degree Program in Cancer Biology, Prevention and Control at UDC that is jointly administered and taught by UDC and LCCC faculty. The goal of the Masters Degree Program is to educate students as master-level cancer professionals capable of conducting research and service in cancer biology, prevention, and control or to further advance the education of students to pursue doctoral studies. The Program's unique nature is reflected in its philosophy "the best cancer prevention and control researchers are those with a sound understanding of cancer biology". This program is a full-time, 2-year, 36-credit degree in which students take half of their coursework at UDC and half of their coursework at LCCC. During the second year, students are required to conduct research either at LCCC or UDC. Unlike most cancer biology programs, this unique Program emphasizes both cancer biology and cancer outreach training.

Parental guidance about drinking: relationship with teenage psychoactive substance use.

PubMed

Miller, Patrick; Plant, Martin

2010-02-01

Parental guidance concerning alcohol was explored using data from a 2007 survey of 2179 UK school students aged 15 and 16 years. Cluster analysis based on questions about parental advice was used to establish seven student groups. Associations between groups, other family background and psychoactive substance use variables were explored. Substance use was least common amongst students whose parents discouraged drinking and those who claimed to have received no parental guidance. The heaviest substance users were teenagers from families with more favourable, tolerant attitudes to alcohol and intoxication and among students who failed to answer the questions about parental guidance. These scored highly on cannabis and other drug use. The cluster in which there was comprehensive discussion with the parents about alcohol use had an intermediate position in relation to substance use. In logistic regressions parental guidance was consistently associated with substance use with several other background variables controlled. Copyright (c) 2009 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Establishing the need for nutrition education: I. Methodology.

PubMed

Vaden, A G; Newell, G K; Dayton, A D; Foley, C S

1983-10-01

Developmental and data collection phases for a comprehensive needs assessment project designed to provide baseline data for planning a statewide nutrition education and training project are summarized. To meet project objectives, 97 Kansas elementary schools were selected randomly as sampling units. A mail questionnaire was used to assess nutrition knowledge and attitudes and dietary and nutrition education practices of elementary teachers and food service personnel. Data from fifth grade students were collected on-site at each school. A written test was used to measure students' nutrition knowledge, attitudes, and practices. Students' nutritional status was partially assessed by measuring their height, weight, skinfold thickness, and upper arm circumference. As an additional assessment, 24-hour dietary recall interviews were conducted with a random sample of the students. In this article, each aspect of the data collection methodology is described in detail. As emphasized by authorities in the field, more complete information is needed in many nutrition survey reports to assist in useful interpretations and for comparisons among studies.

The Effect of the Thinking-Aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students

ERIC Educational Resources Information Center

Sönmez, Yasemin; Sulak, Süleyman Erkam

2018-01-01

The purpose of this study, which is designed in quasi-experimental model, is to examine the effect of the thinking aloud strategy on the reading comprehension skills of the 4th grade primary school students. For this purpose, in the second semester of 2016-2017 academic year, the reading comprehension levels of 26 students in the 4th grade at a…

Unraveling Difficult Sentences: Strategies to Support Reading Comprehension

ERIC Educational Resources Information Center

Zipoli, Richard P., Jr.

2017-01-01

The ability to understand sentences contributes to students' reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students' knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit…

The Effects of Targeted English Language Arts Instruction Using Multimedia Applications on Grade Three Students' Reading Comprehension, Attitude toward Computers, and Attitude toward School

ERIC Educational Resources Information Center

Swerdloff, Matthew

2013-01-01

The purpose of this study was to investigate the specific effects of targeted English Language Arts (ELA) instruction using multimedia applications. Student reading comprehension, student attitude toward computers, and student attitude toward school were measured in this study. The study also examined the perceptions, of selected students, of the…

Investigation of the Effectiveness of the Story-Map Method on Reading Comprehension Skills among Students with Mental Retardation

ERIC Educational Resources Information Center

Isikdogan, Necla; Kargin, Tevhide

2010-01-01

The purpose of this study was to investigate the effectiveness of the story-map technique on reading comprehension skills among students with mild mental retardation. The research group consisted of 14 students with mild mental retardation. The students in the research group were chosen from students who attended to an elementary school and a…

Text-Dependent Questions: Reflecting and Transcending the Text

ERIC Educational Resources Information Center

Boelé, Amy L.

2016-01-01

Posing text-dependent questions is crucial for facilitating students' comprehension of the text. However, text-dependent questions should not merely ask students to reflect the author's literal or even inferential meaning. The author's message is the starting place for comprehension, rather than the end goal or object of comprehension. The text…

Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students' Voice.

ERIC Educational Resources Information Center

Jones, Linda C.

2003-01-01

Extends Mayer's (1997, 2001) generative theory of multimedia learning and investigates under what conditions multimedia annotations can support listening comprehension in a second language. Highlights students' views on the effectiveness of multimedia annotations (visual and verbal) in assisting them in their comprehension and acquisition of…

Impact of a Technology-Mediated Reading Intervention on Adolescents' Reading Comprehension

ERIC Educational Resources Information Center

Fogarty, Melissa; Clemens, Nathan; Simmons, Deborah; Anderson, Leah; Davis, John; Smith, Ashley; Wang, Huan; Kwok, Oi-man; Simmons, Leslie E.; Oslund, Eric

2017-01-01

In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher…

Enhancing Reading Comprehension with Student-Centered iPad Applications

ERIC Educational Resources Information Center

Moon, Andria L.; Wold, Cheryl M.; Francom, Gregory M.

2017-01-01

Reading comprehension, or understanding the author's message, is a critical component of teaching literacy (Hougen and Smartt 2012). Student-centered activities using the iPad with the goal of improving reading comprehension in a fifth-grade classroom were implemented for this action research study. University teacher candidates guided fifth-grade…

QRAC-the-Code: A Comprehension Monitoring Strategy for Middle School Social Studies Textbooks

ERIC Educational Resources Information Center

Berkeley, Sheri; Riccomini, Paul J.

2013-01-01

Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students…

A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status.

PubMed

Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

2015-01-01

Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students' academic performance in the comprehensive basic sciences examination. According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination.

Exploration on the matching between Optical Comprehensive Design Experiment and Washington Accord

NASA Astrophysics Data System (ADS)

Cao, Yiping; Chen, Wenjing; Zhang, Qican; Liu, Yuankun; Li, Dahai; Zhou, Xinzhi; Wei, Jun

2017-08-01

Common problems faced in optical comprehensive design experiment and going against the Washington Accord are pointed out. For resolving these problems, an instructional and innovative teaching scheme for Optics Comprehensive Design Experiment is proposed. We would like to understand the student that can improve the hands-on practical ability, theory knowledge understanding ability, complex problem solving ability, engineering application ability, cooperative ability after tracking and researching the student who have attended the class about Optical Comprehensive Design Experiment, We found that there are some problems on the course such as the experiment content vague, the student beginning less time, phase separation theory and engineering application, the experiment content lack of selectivity and so on. So we have made some improvements reference to the Washington Accord for the class teaching plan about Optical Comprehensive Design Experiment. This class must relevant to the engineering basic courses, professional foundation course and the major courses, so far as to the future study and work that which can play a role in inheriting and continuity to the students. The Optical Comprehensive Design Experiment teaching program requires students learning this course to have learnt basic courses like analog electronics technique, digital electronic technique, applied optics and computer and other related courses which students are required to comprehensively utilize. This teaching scheme contains six practical complex engineering problems which are respectively optical system design, light energy meter design, illuminometer design, material refractive index measuring system design, light intensity measuring system design and open design. Establishing the optional experiment and open experiment can provide students with a greater choice and enhance the students' creativity, vivid teaching experimental teachers and enriching contents of experiment can make the experiment more interesting, providing students with more opportunities to conduct experiment and improving students' practical ability with long learning time, putting emphasis on student's understanding of complex engineering problems and the cognitive of the process to solve complex engineering problems with actual engineering problems. Applying the scheme in other courses and improving accordingly will be able to ensure the quality of engineering education. Look forward to offering useful reference for the curriculum system construction in colleges and universities.

Impact evaluation of a health promotion-focused organisational development strategy on a health service's capacity to deliver comprehensive primary health care.

PubMed

Costello, Michelle; Taylor, Jane; O'Hara, Lily

2015-01-01

A comprehensive primary health care approach is required to address complex health issues and reduce inequities. However, there has been limited uptake of this approach by health services nationally or internationally. Reorienting health services towards becoming more health promoting provides a mechanism to support the delivery of comprehensive primary health care. The aim of this study was to determine the impact of a health promotion-focused organisational development strategy on the capacity of a primary health care service to deliver comprehensive primary health care. A questionnaire and semistructured individual interviews were used to collect quantitative and qualitative impact evaluation data, respectively, from 13 health service staff across three time points with regard to 37 indicators of organisational capacity. There were significant increases in mean scores for 31 indicators, with effect sizes ranging from moderate to nearly perfect. A range of key enablers and barriers to support the delivery of comprehensive primary health care was identified. In conclusion, an organisational development strategy to reorient health services towards becoming more health promoting may increase the capacity to deliver comprehensive primary health care.

Improving Reading Comprehension and Social Studies Knowledge among Middle School Students with Disabilities

ERIC Educational Resources Information Center

Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fall, Ana-Mari

2015-01-01

This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in…

Examining the Lived Experience of Students with Reading Comprehension Learning Disabilities and the Perceived Value of the Accommodations Received

ERIC Educational Resources Information Center

Dodge, Katie M.

2012-01-01

Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use…

Writing for Learning to Improve Students' Comprehension at the College Level

ERIC Educational Resources Information Center

Alharbi, Fahad

2015-01-01

This literature review will illustrate how writing could improve students' comprehension. Writing is one of the most important skills that students need to master for college level work. Therefore, students should be prepared with these skills before moving to the college level because they are required to write numerous papers that tend to be…

Students' Mind Wandering in Macroscopic and Submicroscopic Textual Narrations and Its Relationship with Their Reading Comprehension

ERIC Educational Resources Information Center

Al-Balushi, Sulaiman M.; Al-Harthy, Ibrahim S.

2015-01-01

The aim of the current study was to investigate students' mind wandering while reading different types of textual narrations (macroscopic and submicroscopic) in chemistry. Another goal was to determine the relationship between mind wandering and students' reading comprehension. The participants were 65 female ninth grade students in Oman. Using a…

Making a Game out of It: Using Web-Based Competitive Quizzes for Quantitative Analysis Content Review

ERIC Educational Resources Information Center

Grinias, James P.

2017-01-01

Online student-response systems provide instructors with an easy-to-use tool to instantly evaluate student comprehension. For comprehensive content review, turning this evaluation into a competitive game where students can compete against each other was found to be helpful and enjoyable for participating students. One specific online resource,…

Using the Networked Peer Support Strategy to Enhance Reading Comprehension for Students with Various Thinking Styles

ERIC Educational Resources Information Center

Lee, Chien I.; Chang, Chih C.

2017-01-01

How to enhance students' reading comprehension as well as reading interest is a currently serious problem for elementary school students. Students can learn various knowledge through reading, as a result of this reason, the advantage and disadvantage of reading ability could directly affect the learning efficiency. This study proposes networked…

Improving Reading Comprehension of At-Risk High-School Students: The ART of Reading Program

ERIC Educational Resources Information Center

McCallum, R. Steve; Krohn, Katherine R.; Skinner, Christopher H.; Hilton-Prillhart, Angela; Hopkins, Michael; Waller, Steven; Polite, Fritz

2011-01-01

Participants (115 low-socioeconomic-status [SES], inner-city, high-school students) were exposed to three reading conditions: (1) a control condition in which students silently read brief selected passages; (2) an experimental condition in which students were prompted to perform a three-part (Ask, Read, and Tell [ART]) comprehension enhancement…

The Effect of Graphic Novel Supplements on Reading Comprehension and Motivation in Secondary Students

ERIC Educational Resources Information Center

Wood, Mara

2015-01-01

Graphic novels use visual literacy and multimodal learning two methods of teaching. Graphic novels also have a history of being motivating to students. This study aims to quantify the degree of influence graphic novels have on secondary student comprehension and motivation. Students were recruited from two classrooms taught by one twelfth-grade…

The Development of a Comprehensive Student Basic Skills Assessment Program at St. Louis Community College's Florissant Valley Campus.

ERIC Educational Resources Information Center

Webb, Mel

A comprehensive student basic skills assessment program was developed at St. Louis Community College (SLCC) at Florissant Valley to appraise student readiness to take courses, gather information for counseling and advising, diagnose student problems, and evaluate program efficiency and effectiveness. The steps taken in developing the program were:…

Strategies for Increasing Reading Comprehension Skills in Students with Autism Spectrum Disorder: A Review of the Literature

ERIC Educational Resources Information Center

Finnegan, Elizabeth; Mazin, Amanda L.

2016-01-01

As the number of students with Autism Spectrum Disorder (ASD) being prepared for statewide assessment rises, there is increased demand for effective instructional strategies to improve reading comprehension scores in these students. The authors synthesized the findings of 15 studies, which included 88 school-aged students identified with ASD. The…

Comprehension Monitoring by Elementary Students: When Does It Occur?

ERIC Educational Resources Information Center

Pace, Ann Jaffe

The effect of passage topic and task demands on elementary school students' monitoring of their own comprehension was examined. Second, fourth, and sixth grade students read a short passage about a well-known event (playing checkers) or one about which they had little existing information (making lye soap). Half of the students in each grade were…

The Effects of 3D Immersion on CSL Students' Listening Comprehension

ERIC Educational Resources Information Center

Lan, Yu-Ju; Liao, Chia-Ying

2018-01-01

The study aimed at enhancing Chinese as a second language (CSL) students' listening comprehension by using authentic contexts in Second Life (SL). Twenty-seven CSL students from 4 countries participated in the 6-week study. A within-subject design was adopted to confirm the effects of 3D immersive experiences on CSL students' listening…

Assessment of oral storytelling abilities of Latino junior high school students with learning handicaps.

PubMed

Goldstein, B C; Harris, K C; Klein, M D

1993-02-01

This study investigated the relationship between reading comprehension and oral storytelling abilities. Thirty-one Latino junior high school students with learning handicaps were selected as subjects based on learning handicapped designation, home language, and language proficiency status. Reading comprehension was measured by the Reading Comprehension subtest of the Peabody Individual Achievement Test. Storytelling was measured by (a) the Oral Production subtest of the Language Assessment Scales using the standard scoring protocol and (b) a story structure analysis. A comparison of the standard scoring protocol and reading comprehension revealed no relationship, while the comparison of the story structure analysis and reading comprehension revealed a significant correlation. The implications of these results for language assessment of bilingual students are discussed.

Does mood influence text processing and comprehension? Evidence from an eye-movement study.

PubMed

Scrimin, Sara; Mason, Lucia

2015-09-01

Previous research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension. We aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences online processing, as revealed by indices of visual behaviour during reading, and offline text comprehension, as revealed by post-test questions. We were also interested in the link between text processing and comprehension. Seventy-eight undergraduate students randomly assigned to three mood-induction conditions. Students were mood-induced by watching a video clip. They were then asked to read a scientific text while eye movements were registered. Pre- and post-reading knowledge was assessed through open-ended questions. Experimentally induced moods lead readers to process an expository text differently. Overall, students in a positive mood spent significantly longer on the text processing than students in the negative and neutral moods. Eye-movement patterns indicated more effective processing related to longer proportion of look-back fixation times in positive-induced compared with negative-induced readers. Students in a positive mood also comprehended the text better, learning more factual knowledge, compared with students in the negative group. Only for the positive-induced readers did the more purposeful second-pass reading positively predict text comprehension. New insights are given on the effects of normal mood variations and students' text processing and comprehension by the use of eye-tracking methodology. Important implications for the role of emotional states in educational settings are highlighted. © 2015 The British Psychological Society.

High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction

NASA Astrophysics Data System (ADS)

Williams, Theresa

In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

A school-linked health service for adolescents in Jerusalem.

PubMed

Halevy, A; Hardoff, D; Knishkowy, B; Palti, H

1995-12-01

This paper describes the Adolescent Health Service (AHS) and its multidisciplinary, school-linked, community-based adolescent health clinic located in a western neighborhood of Jerusalem. Files of the first 134 adolescents who completed or discontinued treatment in the clinic during the first two years of operation were reviewed for demographic data, referral source, number of visits, health concerns and clinical impressions. The clinic population included Jewish Jerusalem residents, ages 12-18, 75% of whom were female. Most referrals came from schools. The average number of visits per patient was five (range 1-20). The most frequent presenting concerns as well as the most frequent clinical impressions were in the psychosocial and nutritional domains. Concordance between presenting concern and clinical impression was 61% (k = 0.47). Health problems of Israeli high school students attending the clinic mainly were psychosocial and nutritional. The school-linked health service applied a comprehensive approach to the biopsychosocial needs of adolescents, not addressed at other health services.

The Effect of Repeated Reading with Pairs of Students in a Large-Group Setting on Fluency and Comprehension for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Frame, John N.

2011-01-01

Problem: Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency,…

Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis.

PubMed

Collins, Alyson A; Lindström, Esther R; Compton, Donald L

Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading comprehension response formats (e.g., multiple choice, cloze). A systematic literature review identified 82 eligible studies. All studies administered reading comprehension assessments to students with RD and TD students in Grades K-12. Hedge's g standardized mean difference effect sizes were calculated, and random effects robust variance estimation techniques were used to aggregate average weighted effect sizes for each response format. Results indicated that the achievement gap between students with RD and TD students was larger for some response formats (e.g., picture selection ES g = -1.80) than others (e.g., retell ES g = -0.60). Moreover, for multiple-choice, cloze, and open-ended question response formats, single-predictor metaregression models explored potential moderators of heterogeneity in effect sizes. No clear patterns, however, emerged in regard to moderators of heterogeneity in effect sizes across response formats. Findings suggest that the use of different response formats may lead to variability in the achievement gap between students with RD and TD students.

Unexpected Poor Comprehenders among Adolescent ESL Students

ERIC Educational Resources Information Center

Li, Miao; Kirby, John R.

2014-01-01

This study explored characteristics of reading comprehension difficulties among Chinese students learning English as a second language (ESL). Two hundred forty-six Grade 8 English-immersion students in China were administered a battery of reading-related and reading comprehension tests. Three groups of comprehenders matched on age, nonverbal…

Improving Vocabulary Acquisition through Direct and Indirect Teaching.

ERIC Educational Resources Information Center

Glowacki, Deborah; Lanucha, Cheryl; Pietrus, Debra

Students who lag behind in vocabulary commonly experience academic failure. A student's vocabulary knowledge directly impacts reading comprehension. To improve comprehension, students need exposure to a variety of literature and opportunities for meaningful practice of vocabulary they encounter daily. Vocabulary is developed through a variety of…

Referential Strategy Training for Second Language Reading Comprehension of Japanese Texts.

ERIC Educational Resources Information Center

Kitajima, Ryu

1997-01-01

Examines whether strategy training orienting second language (L2) students' attention toward referential processes improves their comprehension of Japanese narrative. Findings revealed that experimental students comprehended the story at the macro level significantly better than control students, suggesting that the strategy training is beneficial…

Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?

ERIC Educational Resources Information Center

Wu, Jen-Yi; Tung, Yu-Neng; Hwang, Bi-Chi; Lin, Chen-Yung; Che-Di, Lee; Chang, Yung-Ta

2014-01-01

Various sequences for teaching genetics have been proposed. Three seventh-grade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students' reading comprehension of the three texts…

Bridging Student Health Risks and Academic Achievement through Comprehensive School Health Programs.

ERIC Educational Resources Information Center

Symons, Cynthia Wolford; Cinelli, Bethann; James, Tammy C.; Groff, Patti

1997-01-01

Research confirms a direct link between student health risk behavior and education outcomes, education behaviors, and student attitudes. This article discusses barriers to comprehensive school health programming; summarizes relevant information concerning several health-risk behaviors (intentional injuries, diet, physical activity, sexual-risk…

The effects of gender stereotypic and counter-stereotypic textbook images on science performance.

PubMed

Good, Jessica J; Woodzicka, Julie A; Wingfield, Lylan C

2010-01-01

We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students' science comprehension and anxiety. We predicted stereotypic images to induce stereotype threat in females and impair science performance. Counter-stereotypic images were predicted to alleviate threat and enhance female performance. Students read one of three chemistry lessons, each containing the same text, with photograph content varied according to stereotype condition. Participants then completed a comprehension test and anxiety measure. Results indicate that female students had higher comprehension after viewing counter-stereotypic images (female scientists) than after viewing stereotypic images (male scientists). Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images. Implications for alleviating the gender gap in science achievement are discussed.

Conceptual Coherence, Comprehension, and Vocabulary Acquisition: A Knowledge Effect?

ERIC Educational Resources Information Center

Cervetti, Gina N.; Wright, Tanya S.; Hwang, HyeJin

2016-01-01

Previous research has documented the role of readers' existing topic knowledge in supporting students' comprehension of text; yet, we know less about how to build students' knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in…

Improving Comprehension through Repetition...Repetition...Repetition. Working Paper No. 276.

ERIC Educational Resources Information Center

White, Sandra; Witte, Pauline

Because teachers are asking for specific suggestions to help students apply comprehension skills and read content material, a mechanism that assists students in acquiring and applying specific comprehension skills as they read content texts is being investigated. The mechanism is called marginal gloss because learning activities are placed in the…

Developing Higher Order Reading Comprehension Skills in the Learning Disabled Student: A Non-Basal Approach.

ERIC Educational Resources Information Center

Solomon, Sheila

This practicum study evaluated a non-basal, multidisciplinary, multisensory approach to teaching higher order reading comprehension skills to eight fifth-grade learning-disabled students from low socioeconomic minority group backgrounds. The four comprehension skills were: (1) identifying the main idea; (2) determining cause and effect; (3) making…

Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Mokhtari, Kouider; Niederhauser, Dale S.

2013-01-01

In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

Students' Reading Comprehension Performance with Emotional Literacy-Based Strategy Intervention

ERIC Educational Resources Information Center

Yussof, Yusfarina Mohd; Jamian, Abdul Rasid; Hamzah, Zaitul Azma Zainon; Roslan, Samsilah

2013-01-01

An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students'…

Evaluating Student Comprehension Performance Measured by Oral Reading Fluency and Retell Fluency

ERIC Educational Resources Information Center

McGann, Rachel M.

2017-01-01

This dissertation investigated student comprehension and its relationship to oral reading fluency. The DIBELS Next reading assessment was used to determine the relationship between these reading skills. This research also examined the relationship between the two comprehension measures of the DIBELS Next assessment that are identified by the…

Effectiveness of Word Solving: Integrating Morphological Problem-Solving within Comprehension Instruction for Middle School Students

ERIC Educational Resources Information Center

Goodwin, Amanda P.

2016-01-01

This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or…

Investigating a Reading Comprehension Intervention for High School Students with Autism Spectrum Disorder: A Pilot Study

ERIC Educational Resources Information Center

Reutebuch, Colleen K.; El Zein, Farah; Kyung Kim, Min; Weinberg, Aron N.; Vaughn, Sharon

2015-01-01

We adapted and piloted Collaborative Strategic Reading-High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a…

Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices

ERIC Educational Resources Information Center

Ely, Emily; Alves, Kat D.; Dolenc, Nathan R.; Sebolt, Stephanie; Walton, Emily A.

2018-01-01

Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve…

Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

ERIC Educational Resources Information Center

McClellan, Jeffrey L.

2011-01-01

This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

Effects of the TWA Strategy on Expository Reading Comprehension of Students with Autism

ERIC Educational Resources Information Center

Howorth, Sarah; Lopata, Christopher; Thomeer, Marcus; Rodgers, Jonathan

2016-01-01

High-functioning students with autism spectrum disorder (ASD) have been shown to have significant reading comprehension difficulty. This multiple baseline study examined the effect of the think before reading, think while reading, and think after reading (TWA) strategy on expository text comprehension of four boys with ASD. Following baseline,…

Attitude towards Continuous and Comprehensive Evaluation of High School Students

ERIC Educational Resources Information Center

Cyril, A. Vences; Jeyasekaran, D.

2016-01-01

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation introduced by CBSE in all CBSE affiliated schools across the country to evaluate both scholastic and non-scholastic aspects of students' growth and development. Continuous and comprehensive evaluation is to evaluate every aspect of the child during their…

Supporting Social Studies Reading Comprehension with an Electronic Pop-Up Dictionary

ERIC Educational Resources Information Center

Fry, Sara Winstead; Gosky, Ross

2008-01-01

This study investigated how middle school students' comprehension was impacted by reading social studies texts online with a pop-up dictionary function for every word in the text. A quantitative counterbalance design was used to determine how 129 middle school students' reading comprehension test scores for the pop-up dictionary reading differed…

THE COMPREHENSIVE EDUCATIONAL PROGRAM FOR WEST VIRGINIA SCHOOLS.

ERIC Educational Resources Information Center

SMITH, REX M.

THE COMPREHENSIVE EDUCATIONAL PROGRAM IS DEFINED AS ONE WHICH MEETS THE NEEDS OF ALL STUDENTS AT ALL LEVELS BY PROVIDING COMPREHENSIVE AND ELECTIVE PROGRAMS FOR THOSE STUDENTS REQUIRING SALABLE SKILLS UPON GRADUATION FROM HIGH SCHOOL, AS WELL AS A BROAD ELECTIVE PROGRAM FOR THOSE WHO WISH TO CONTINUE THEIR EDUCATION. INCLUDED ARE SUMMARIES OF THE…

Phonological Awareness and Listening Comprehension among Chinese English-Immersion Students

ERIC Educational Resources Information Center

Li, Miao; Cheng, Liying; Kirby, John R.

2012-01-01

This study investigates the relationship between English listening comprehension and English and Chinese phonological awareness (PA), and the cross-linguistic transfer of PA in 48 Grade 2 and 47 Grade 4 Chinese English-immersion students. The results of the study indicate a correlation between English PA and English listening comprehension.…

Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

PubMed

Santos, Sandra; Cadime, Irene; Viana, Fernanda L; Chaves-Sousa, Séli; Gayo, Elena; Maia, José; Ribeiro, Iolanda

2017-02-01

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties

PubMed Central

Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

2011-01-01

The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year’s administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year’s administration. PMID:21637727

Subclinical eating disorders in female medical students in Anhui, China: a cross-sectional study.

PubMed

Chang, Wei-Wei; Nie, Miao; Kang, Yao-Wen; He, Lian-Ping; Jin, Yue-Long; Yao, Ying-Shui

2015-04-01

This cross-sectional study explored the prevalence of eating disorders (EDs) and possible associated factors (depressive symptoms, anxiety and BMI, etc) on EDs in female medical students in China. A total of 1,135 students in Wuhu, Anhui Province were sampled to participate in this survey. The survey collected sociodemographic data, depressive symptoms, anxiety and eating behaviors of students. The students at risk for eating disorders were 2.17%. Eating disorder risk was more frequent in students with poor parent's relationship, students with poor relationship with parents, students with high body mass index, students who were excessive focus on slimming propaganda, and students whose relatives have a diet. Also, the mean scores for the psychological factors of depression and anxiety were higher in students with eating disorder risk. A multiple linear regression model was produced depicting that depression, anxiety, high level of BMI, focusing on slimming propaganda, and dieting status among relatives were risk factors of having an eating disorder risk. A significant fraction of female medical students in Anhui are at high risk of development of eating disorders. A comprehensive intervention focusing on family environment and emotion management should be designed to prevent occurrence of such disorders among medical students that would undoubtedly hamper the availability of dependable medical services in future. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Mental Health Services in NCAA Division I Athletics: A Survey of Head ATCs.

PubMed

Sudano, Laura E; Miles, Christopher M

There is a growing awareness of the importance of mental health care in National Collegiate Athletic Association (NCAA) student-athletes; however, there is a lack of literature on mental health resources in collegiate settings. Identifying current practices can set the stage to improve the delivery of care. There is great variability in resources and current practices and no "standard of care" exists. Observational, quantitative. Level 5. One hundred twenty-seven (36% response rate) head athletic trainers at Division I NCAA member colleges completed a web-based survey. Questions assessed several aspects of mental health clinicians, perception of care coordination, and screening. Seventy-two percent of respondents noted that counseling took place in a counseling center, and 20.5% of respondents indicated that they had a mental health provider who worked in the athletic training room. Mental health clinician credentials included marriage and family therapist, psychologist, clinical social worker, and psychiatrist. The majority of athletic trainers (ATCs) noted that they are satisfied with the feedback from the mental health provider about the student-athletes' mental health (57.3%) and believe that they would be able to provide better care to student-athletes if mental health services occurred onsite in the training room (46.4%). Fewer than half (43%) indicated that they use screening instruments to assess for mental health disorders. There is wide variability on how mental health services are provided to NCAA Division 1 student-athletes. Some mental health care providers are located offsite, while some provide care in the training room setting. Also, there are inconsistencies in the use of standardized screening tools for mental health evaluation. There is no standard collaborative or integrated care delivery model for student-athletes. Opportunities exist for standardization through integrated care models and increased use of validated screening tools to deliver comprehensive care to student-athletes.

Building Middle School Teacher Capacity to Implement Reading Comprehension Strategies for Improved Student Academic Performance

ERIC Educational Resources Information Center

Sircey, Samantha Taylor

2017-01-01

In the middle school setting, reading is a requirement if students are to access the curriculum and demonstrate content proficiency. By grade three, students are expected to read on grade level, but by middle grades (7-8), some students still struggle with reading for comprehension. In addition, some middle school teachers struggle to implement…

A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design

ERIC Educational Resources Information Center

Hamra, Arifuddin; Syatriana, Eny

2012-01-01

This study designed a model of teaching reading for university EFL students based on the English curriculum at the Faculty of Languages and Literature and the concept of the team-based learning in order to improve the reading comprehension of the students. What kind of teaching model can help students to improve their reading comprehension? The…

The Impact of Reading for Pleasure on Georgian University EFL Students' Reading Comprehension (IBSU Case)

ERIC Educational Resources Information Center

Goctu, Ramazan

2016-01-01

Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to…

Interpreting Secondary Students' Performance on a Timed, Multiple-Choice Reading Comprehension Assessment: The Prevalence and Impact of Non-Attempted Items

ERIC Educational Resources Information Center

Clemens, Nathan H.; Davis, John L.; Simmons, Leslie E.; Oslund, Eric L.; Simmons, Deborah C.

2015-01-01

Standardized measures are often used as an index of students' reading comprehension and scores have important implications, particularly for students who perform below expectations. This study examined secondary-level students' patterns of responding and the prevalence and impact of non-attempted items on a timed, group-administered,…

School district wellness policy quality and weight-related outcomes among high school students in Minnesota.

PubMed

Hoffman, Pamela K; Davey, Cynthia S; Larson, Nicole; Grannon, Katherine Y; Hanson, Carlie; Nanney, Marilyn S

2016-04-01

Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between WellSAT scores and district-level means of high school student responses to a statewide survey of health behaviors were examined in this ecologic study. WellSAT Total Strength and Total Comprehensiveness scores were positively associated with both student mean Body Mass Index (BMI) percentile (Strength: P = 0.018, Comprehensiveness: P = 0.031) and mean percent overweight or obese (Strength: P = 0.008, Comprehensiveness: P = 0.026), but only in districts with > 50% of students eligible for Free or Reduced-Price Lunches (FRPLs), or 'high FRPL districts'. WellSAT Physical Education and Physical Activity subscale scores were also positively associated with the mean days per week students engaged in physical activity for ≥ 60 min in high FRPL districts (Strength: P = 0.008, Comprehensiveness: P = 0.003) and in low FRPL districts (< 35% eligible) for Strength score: (P = 0.027). In medium FRPL districts (35-50% eligible), Nutrition Education and Wellness Promotion Strength and Comprehensiveness subscale scores were positively associated with, respectively, daily servings of vegetables (P = 0.037) and fruit (P = 0.027); and WellSAT Total scores were positively associated with daily vegetable servings (Strength: P = 0.037, Comprehensiveness: P = 0.012). Administrators of economically disadvantaged school districts with a higher percentage of overweight students may be recognizing the need for stronger wellness policies and the specific importance of implementing policies pertaining to physical activity as a means to improve student health. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

The Doctoral Portfolio: Centerpiece of a Comprehensive System of Evaluation

ERIC Educational Resources Information Center

Cobia, Debra C.; Carney, Jamie S.; Buckhalt, Joseph A.; Middleton, Renee A.; Shannon, David M.; Trippany, Robyn; Kunkel, Elizabeth

2005-01-01

The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence, expected student outcomes in each competency area, procedures for portfolio development, and documents and…

Differences in Students' Reading Comprehension of International Financial Reporting Standards: A South African Case

ERIC Educational Resources Information Center

Coetzee, Stephen A.; Janse van Rensburg, Cecile; Schmulian, Astrid

2016-01-01

This study explores differences in students' reading comprehension of International Financial Reporting Standards in a South African financial reporting class with a heterogeneous student cohort. Statistically significant differences were identified for prior academic performance, language of instruction, first language and enrolment in the…

Comprehensive School Reform & Student Achievement in Kentucky Middle Schools

ERIC Educational Resources Information Center

Evans-Andris, Melissa; Usui, Wayne M.

2008-01-01

This project examines the effects of Comprehensive School Reform (CSR) models on the achievement of students in Kentucky middle schools. Previous studies exploring the effects of CSR on schools and student achievement have rendered mixed results (Berends, 2000; May & Supovitz, 2006; May, Supovitz, & Perda, 2004; RAND, 2002; Zhang,…

Language-Related Values, Reading Amount, and Reading Comprehension in Students with Migration Backgrounds

ERIC Educational Resources Information Center

El-Khechen, Wahiba; Ferdinand, Hanna D.; Steinmayr, Ricarda; McElvany, Nele

2016-01-01

Background: Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour--and, as a consequence, their performance. This is…

Working with Slow Readers, Slow Learners.

ERIC Educational Resources Information Center

Smith, Carl B.

1990-01-01

This article examines the conditions that will help teachers improve the reading comprehension of learning disabled students: (1) allow more time; (2) build a framework for comprehension; (3) intervene in the process; (4) engage the learner; (5) match student and material; and (6) expect students to succeed. Two figures are included. (RS)

Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, Affect, and Psychopathology

ERIC Educational Resources Information Center

Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis; Protopapas, Athanassios

2006-01-01

Attempts to evaluate the cognitive-motivational profiles of students with reading comprehension difficulties have been scarce. The purpose of the present study was twofold: (a) to assess the discriminatory validity of cognitive, motivational, affective, and psychopathological variables for identification of students with reading difficulties, and…

College Student Utilization of a Comprehensive Psychiatric Emergency Program

ERIC Educational Resources Information Center

Mitchell, Sharon L.; Kader, Mahrin; Haggerty, Melinda Z.; Bakhai, Yogesh D.; Warren, Calvert G.

2013-01-01

The authors sought to identify college students at risk for experiencing a mental health crisis that warranted a psychiatric evaluation at a hospital and/or a psychiatric hospitalization. A retrospective chart review of college students evaluated at a comprehensive psychiatric emergency program during a 1-year period was conducted. Demographic…

77 FR 21540 - Notice of Submission for OMB Review; Federal Student Aid; Comprehensive Transition Programs (CTP...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-10

... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Federal Student Aid; Comprehensive Transition Programs (CTP) for Students With Intellectual Disabilities Expenditure Report SUMMARY: The Higher Education Opportunity Act, Public Law 110-315, added provisions for the Higher Education Act, as amended in...

The Effect of Cooperative Learning Techniques on College Students' Reading Comprehension

ERIC Educational Resources Information Center

Jalilifar, Alireza

2010-01-01

This study investigated the impact of Student Team Achievement Divisions (STAD) and Group Investigation (GI), which are two techniques of Cooperative Learning, on students' reading comprehension achievement of English as a Foreign Language (EFL). After administering an English Language Proficiency test (Fowler and Coe, 1976), 90 homogeneous…

Canadian Practice Guidelines for Comprehensive Community Treatment for Schizophrenia and Schizophrenia Spectrum Disorders.

PubMed

Addington, Donald; Anderson, Elizabeth; Kelly, Martina; Lesage, Alain; Summerville, Chris

2017-09-01

The objective of this review is to identify the features and components of a comprehensive system of services for people living with schizophrenia. A comprehensive system was conceived as one that served the full range of people with schizophrenia and was designed with consideration of the incidence and prevalence of schizophrenia. The system should provide access to the full range of evidence-based services, should be recovery oriented, and should provide patient-centred care. A systematic search was conducted for published guidelines for schizophrenia and schizophrenia spectrum disorders. The guidelines were rated by at least 2 raters, and recommendations adopted were primarily drawn from the National Institute for Clinical Excellence (2014) Guideline on Psychosis and Schizophrenia in adults and the Scottish Intercollegiate Guidelines Network guidelines on management of schizophrenia. The recommendations adapted for Canada cover the range of services required to provide comprehensive services. Comprehensive services for people with schizophrenia can be organized and delivered to improve the quality of life of people with schizophrenia and their carers. The services need to be organized in a system that provides access to those who need them.

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: comprehensive school nutrition services.

PubMed

Briggs, Marilyn; Fleischhacker, Sheila; Mueller, Constance G

2010-01-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health, and academic performance of our nation's children. Local school wellness policies may strengthen comprehensive nutrition services by encouraging multidisciplinary wellness teams, composed of school and community members, to work together in identifying local school needs, developing feasible strategies to address priority areas, and integrating comprehensive nutrition services with a coordinated school health program. This joint position paper affirms schools as an important partner in health promotion. To maximize the impact of school wellness policies on strengthening comprehensive, integrated nutrition services in schools nationwide, ADA, SNA, and SNE recommend specific strategies in the following key areas: nutrition education and promotion, food and nutrition programs available on the school campus, school-home-community partnerships, and nutrition-related health services. Copyright © 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Student's Second-Language Grade May Depend on Classroom Listening Position.

PubMed

Hurtig, Anders; Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker

2016-01-01

The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students' score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants' baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores-and hence students' grade in English-may depend on students' classroom listening position.

[Semantic Network Analysis of Online News and Social Media Text Related to Comprehensive Nursing Care Service].

PubMed

Kim, Minji; Choi, Mona; Youm, Yoosik

2017-12-01

As comprehensive nursing care service has gradually expanded, it has become necessary to explore the various opinions about it. The purpose of this study is to explore the large amount of text data regarding comprehensive nursing care service extracted from online news and social media by applying a semantic network analysis. The web pages of the Korean Nurses Association (KNA) News, major daily newspapers, and Twitter were crawled by searching the keyword 'comprehensive nursing care service' using Python. A morphological analysis was performed using KoNLPy. Nodes on a 'comprehensive nursing care service' cluster were selected, and frequency, edge weight, and degree centrality were calculated and visualized with Gephi for the semantic network. A total of 536 news pages and 464 tweets were analyzed. In the KNA News and major daily newspapers, 'nursing workforce' and 'nursing service' were highly rated in frequency, edge weight, and degree centrality. On Twitter, the most frequent nodes were 'National Health Insurance Service' and 'comprehensive nursing care service hospital.' The nodes with the highest edge weight were 'national health insurance,' 'wards without caregiver presence,' and 'caregiving costs.' 'National Health Insurance Service' was highest in degree centrality. This study provides an example of how to use atypical big data for a nursing issue through semantic network analysis to explore diverse perspectives surrounding the nursing community through various media sources. Applying semantic network analysis to online big data to gather information regarding various nursing issues would help to explore opinions for formulating and implementing nursing policies. © 2017 Korean Society of Nursing Science

A telephone survey of low vision services in U.S. schools for the blind and visually impaired.

PubMed

Kran, Barry S; Wright, Darick W

2008-07-01

The scope of clinical low vision services and access to comprehensive eye care through U.S. schools for the blind and visually impaired is not well known. Advances in medicine and educational trends toward inclusion have resulted in higher numbers of visually impaired children with additional cognitive, motor, and developmental impairments enrolled in U.S. schools for the blind and visually impaired. The availability and frequency of eye care and vision education services for individuals with visual and multiple impairments at schools for the blind is explored in this report using data collected in a 24-item telephone survey from 35 of 42 identified U.S. schools for the blind. The results indicate that 54% of the contacted schools (19) offer clinical eye examinations. All of these schools provide eye care to the 6 to 21 age group, yet only 10 schools make this service available to children from birth to 3 years of age. In addition, two thirds of these schools discontinue eye care when the students graduate or transition to adult service agencies. The majority (94.7%) of eye care is provided by optometrists or a combination of optometry and ophthalmology, and 42.1% of these schools have an affiliation with an optometric institution. When there is a collaborative agreement, clinical services for students are available more frequently. The authors find that questions emerge regarding access to care, identification of appropriate models of care, and training of educational/medical/optometric personnel to meet the needs of a very complex patient population.

76 FR 54004 - Agency Information Collection (Joint Application for Comprehensive Assistance and Support...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-30

... Application for Comprehensive Assistance and Support Services for Family Caregivers) Activity Under OMB Review... INFORMATION: Title: Joint Application for Comprehensive Assistance and Support Services for Family Caregivers... financial benefits under the Caregiver Program. Individuals designated as primary or secondary family...

Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students

ERIC Educational Resources Information Center

Javed, Muhammad; Eng, Lin Siew; Mohamed, Abdul Rashid

2015-01-01

The study aims to develop a set of 6 Reading Comprehension Modules (RCMs) for Malaysian ESL teachers to facilitate different reading abilities of ESL students effectively. Different skill categories were selected for developing the RCMs. This article describes how and why diverse texts of varying length were adopted and adapted from various…

The Effect of Text Types on Reading Comprehension

ERIC Educational Resources Information Center

Sahin, Ayfer

2013-01-01

Aim of this study is to determine the effect of narrative and informative text types on Reading Comprehension levels of Primary Education 4th and 5th grade students. Application was fulfilled in 2011-2012 academic year with 134 students in a primary education school in Province Kirsehir. Reading comprehension tests prepared according to text types…

An evaluation of the nursing success program: reading comprehension, graduation rates, and diversity.

PubMed

Symes, Lene; Tart, Kathryn; Travis, Lucille

2005-01-01

The Nursing Success Program was developed to enhance retention of baccalaureate nursing students. Reading comprehension scores are used to identify students who are at risk for failure and direct them into the retention program that addresses their skill deficits. To evaluate the program, the authors assessed reading comprehension, graduation rates, and ethnic diversity.

The Effectiveness of Electronic Text and Pictorial Graphic Organizers to Improve Comprehension Related to Functional Skills

ERIC Educational Resources Information Center

Douglas, Karen H.; Ayres, Kevin M.; Langone, John; Bramlett, Virginia Bell

2011-01-01

This study evaluated the effects of a computer-based instructional program to assist three students with mild to moderate intellectual disabilities in using pictorial graphic organizers as aids for increasing comprehension of electronic text-based recipes. Student comprehension of recipes was measured by their ability to verbally retell recipe…

Beyond Screening and Progress Monitoring: An Examination of the Reliability and Concurrent Validity of Maze Comprehension Assessments for Fourth-Grade Students

ERIC Educational Resources Information Center

Brasher, Casey F.

2017-01-01

Reading comprehension assessments often lack instructional utility because they do not accurately pinpoint why a student has difficulty. The varying formats, directions, and response requirements of comprehension assessments lead to differential measurement of underlying skills and contribute to noted amounts of unshared variance among tests. Maze…

Boosting Student Achievement: The Effect of Comprehensive School Reform on Student Achievement

ERIC Educational Resources Information Center

Gross, Betheny; Booker, T. Kevin; Goldhaber, Dan

2009-01-01

Between the late 1980s and early 2000s, schools, districts, states, and the federal government devoted enormous resources to the implementation of Comprehensive School Reform (CSR) models. With more than 1.6 billion federal dollars distributed through the Comprehensive School Reform Demonstration (CSRD) project and its successor, the CSR project,…

Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language.

ERIC Educational Resources Information Center

Klingner, Janette Kettmann; Vaughn, Sharon

1996-01-01

Investigated the efficacy of two related reciprocal teaching interventions--with cooperative grouping or with cross-age tutoring--on the reading comprehension of learning disabled English-as-a-Second-Language (ESL) students. Found no significant difference between the two groups: both made comprehension gains and continued to improved when…

The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

ERIC Educational Resources Information Center

Marron, Jill K.

2017-01-01

The purpose of this study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The research questions are: (1) What is the relationship between oral narrative production and reading comprehension of expository text in fifth-grade students?; (2) Which components of oral…

Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032

ERIC Educational Resources Information Center

James-Burdumy, Susanne; Mansfield, Wendy; Deke, John; Carey, Nancy; Lugo-Gil, Julieta; Hershey, Alan; Douglas, Aaron; Gersten, Russell; Newman-Gonchar, Rebecca; Dimino, Joseph; Faddis, Bonnie

2009-01-01

This document reports on the impacts on student achievement for four supplemental reading curricula that use similar overlapping instructional strategies designed to improve reading comprehension in social studies and science text. Fifth-grade reading comprehension for each of three commercially-available curricula (Project CRISS, ReadAbout, and…

The Effects of an Intensive Reading Intervention for Ninth Graders with Very Low Reading Comprehension

ERIC Educational Resources Information Center

Solís, Michael; Vaughn, Sharon; Scammacca, Nancy

2015-01-01

This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth-grade students were randomly assigned to treatment (n = 25) and comparison (n =…

Increasing Reading Comprehension in First and Second Graders Through Cooperative Learning

ERIC Educational Resources Information Center

Hollingsworth, Amanda; Sherman, Jennifer; Zaugra, Cynthia

2007-01-01

The purpose of this action research project report was to increase reading comprehension by using cooperative learning. Reading comprehension was a concern for the three teacher researchers at both research sites. There were 51 first and second grade students, 28 elementary teachers, and 51 families of the first and second grade students involved…

ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use

ERIC Educational Resources Information Center

Ciampa, Katia

2012-01-01

This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants' perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests,…

Enhancing Literacy Skills of Students with Congenital and Profound Hearing Impairment in Nigeria Using Babudoh's Comprehension Therapy

ERIC Educational Resources Information Center

Babudoh, Gladys B.

2014-01-01

This study reports the effect of a treatment tool called "Babudoh's comprehension therapy" in enhancing the comprehension and writing skills of 10 junior secondary school students with congenital and profound hearing impairment in Plateau State, Nigeria. The study adopted the single group pretest-posttest quasi-experimental research…

Effectiveness of Instructional Strategies in Reading Comprehension for Students with Autism Spectrum Disorder and Hyperlexia

ERIC Educational Resources Information Center

Abnett, Jenelle M.

2013-01-01

Children with Autism Spectrum Disorders (ASD) commonly show deficits in social and communication skills, as well as in interpreting metaphorical meaning of language. These deficits often make reading comprehension more difficult for students with ASD. Past research has primarily focused on decoding rather than on comprehension skill interventions;…

Instructional Design Implications about Comprehension of Listening to Music before and during Reading

ERIC Educational Resources Information Center

Hinrichs, Amy F.

2013-01-01

Low reading levels and lack of comprehension are current problems in high school classrooms confirmed by low standardized test scores and employer feedback as comprehension problems move into the workplace with students who do not have the necessary reading skills on the job. Midwestern high school science club students served as participants in…

Comprehensive primary health care under neo-liberalism in Australia.

PubMed

Baum, Fran; Freeman, Toby; Sanders, David; Labonté, Ronald; Lawless, Angela; Javanparast, Sara

2016-11-01

This paper applies a critical analysis of the impact of neo-liberal driven management reform to examine changes in Australian primary health care (PHC) services over five years. The implementation of comprehensive approaches to primary health care (PHC) in seven services: five state-managed and two non-government organisations (NGOs) was tracked from 2009 to 2014. Two questions are addressed: 1) How did the ability of Australian PHC services to implement comprehensive PHC change over the period 2009-2014? 2) To what extent is the ability of the PHC services to implement comprehensive PHC shaped by neo-liberal health sector reform processes? The study reports on detailed tracking and observations of the changes and in-depth interviews with 63 health service managers and practitioners, and regional and central health executives. The documented changes were: in the state-managed services (although not the NGOs) less comprehensive service coverage and more focus on clinical services and integration with hospitals and much less development activity including community development, advocacy, intersectoral collaboration and attention to the social determinants. These changes were found to be associated with practices typical of neo-liberal health sector reform: considerable uncertainty, more directive managerial control, budget reductions and competitive tendering and an emphasis on outputs rather than health outcomes. We conclude that a focus on clinical service provision, while highly compatible with neo-liberal reforms, will not on its own produce the shifts in population disease patterns that would be required to reduce demand for health services and promote health. Comprehensive PHC is much better suited to that task. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Improving Eighth Grade Students' Reading Comprehension through the Use of the Collision Plus Arts-Integrated Program

ERIC Educational Resources Information Center

Knight, Taneka L.

2016-01-01

African American and Latino students attending Title I schools in the metropolitan Atlanta area were not reading on grade level. The majority of students are low performing readers and minimally met the reading comprehension requirements. The 2015 average 8th grade reading score for these students was 246 out of 500. This applied dissertation was…

Increasing Student Interest and Comprehension of Production Planning and Control and Operations Performance Measurement Concepts Using a Production Line Game

ERIC Educational Resources Information Center

Cox, James F., III; Walker, Edward D., II

2005-01-01

Production planning and control (PPC) systems and operations performance measures are topics that students generally find both boring and difficult to understand. In the article, the authors present a production line game that they have found to be an effective tool to increase student interest in the topics as well as student comprehension. The…

What Role Does Schema Play in Preparing Minority Postbaccalaureate Students for the Reading Comprehension Section of the Medical College Admissions Test (MCAT)?

ERIC Educational Resources Information Center

Paul, Gina; Verhulst, Steve

2007-01-01

Problem: Minority students often score lower than majority students on the Medical College Admissions Test (MCAT) Verbal Reasoning section. Method: To determine what role schema plays in reading comprehension in 64 adult minority students, the Treatment group viewed a slide presentation regarding a topic that both groups would be tested on in a…

The Effect of Speed Reading Strategies on Developing Reading Comprehension among the 2nd Secondary Students in English Language

ERIC Educational Resources Information Center

Abdelrahman, Mahmoud Sulaiman Hamad Bani; Bsharah, Muwafaq Saleem

2014-01-01

This study aimed to find the effect of speed reading strategies on developing reading comprehension among second secondary literary stream students in English language. The sample of the study consists of (42) students assigned into two groups who were chosen randomly from schools, a controlled group (21) students, and an experimental (21)…

Exploring Students at Risk for Reading Comprehension Difficulties in South Korea: The RTI Approach Applying Latent Class Growth Analysis

ERIC Educational Resources Information Center

Kim, Dongil; Kim, Woori; Koh, Hyejung; Lee, Jaeho; Shin, Jaehyun; Kim, Heeju

2014-01-01

The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1-3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was…

Understanding and preventing violence directed against teachers: recommendations for a national research, practice, and policy agenda.

PubMed

Espelage, Dorothy; Anderman, Eric M; Brown, Veda Evanell; Jones, Abraham; Lane, Kathleen Lynne; McMahon, Susan D; Reddy, Linda A; Reynolds, Cecil R

2013-01-01

Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers. Surprisingly, little research has been conducted on this growing problem despite the broad impact teacher victimization can have on schooling, recruitment, and retention of highly effective teachers and on student academic and behavioral outcomes. Psychologists should play a leadership role in mitigating school violence, including violence directed toward teachers. There is a need for psychologists to conduct research accurately assessing the types and scope of violence that teachers experience; to comprehensively evaluate the individual, classroom, school, community, institutional, and cultural contextual factors that might predict and/or explain types of teacher violence; and to examine the effectiveness and sustainability of classroom, school, and district-wide prevention and intervention strategies that target teacher violence in school systems. Collectively, the work of psychologists in this area could have a substantial impact on schooling, teacher experience and retention, and overall student performance. (c) 2013 APA, all rights reserved.

A practice course to cultivate students' comprehensive ability of photoelectricity

NASA Astrophysics Data System (ADS)

Lv, Yong; Liu, Yang; Niu, Chunhui; Liu, Lishuang

2017-08-01

After the studying of many theoretical courses, it's important and urgent for the students from specialty of optoelectronic information science and engineering to cultivate their comprehensive ability of photoelectricity. We set up a comprehensive practice course named "Integrated Design of Optoelectronic Information System" (IDOIS) for the purpose that students can integrate their knowledge of optics, electronics and computer programming to design, install and debug an optoelectronic system with independent functions. Eight years of practice shows that this practice course can train students' ability of analysis, design/development and debugging of photoelectric system, improve their ability in document retrieval, design proposal and summary report writing, teamwork, innovation consciousness and skill.

How restudy decisions affect overall comprehension for seventh-grade students.

PubMed

Thiede, Keith W; Redford, Joshua S; Wiley, Jennifer; Griffin, Thomas D

2017-12-01

Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them. The Test-Based Restudy condition determined text selection using initial test performance - presenting the text with the lowest initial test performance for restudy, thereby circumventing potential problems associated with inaccurate monitoring and ineffective regulation. The Judgement-Based Restudy condition determined text selection using metacognitive judgements of comprehension - presenting the text with the lowest judgement of comprehension, thereby circumventing potential problems associated with ineffective regulation. Four hundred and eighty seventh-grade students participated. Students were randomly assigned to conditions in an experimental design. Gains in comprehension following restudy were larger for the Test-Based Restudy condition than for the Judgement-Based Restudy condition or the Participant's Choice condition. No differences in comprehension were seen between the Judgement-Based Restudy and Participant's Choice conditions. These results suggest seventh graders can systematically use their monitoring to make decisions about what to restudy. However, the results highlight how inaccurate monitoring is one reason why younger students fail to benefit from self-regulated study opportunities. © 2017 The British Psychological Society.

Moving Toward an Anti-Deficit Perspective: African American Science, Technology, Engineering, Mathematics (STEM) Students at Hispanic-Serving Institutions (HSI)

NASA Astrophysics Data System (ADS)

Mahoney, Melissa M.

The increased demand for qualified STEM workers, necessitates addressing the bachelor's science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper's (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system. Coding of the twelve semi-structured interviews revealed six major themes: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. All themes were intertwined at each phase of participants' academic careers, thereby, highlighting the complexity of this population's experience and what is needed to address their low STEM degree attainment. Findings indicated that this student population benefits from positive, sustained faculty-student interactions, holistic STEM success programming, and genuine networks of social support. Furthermore, Harper's framework can be modified to explore the motivation of African American STEM students as well as the African American student's relationship with disability support services.

Effects of expanded and standard captions on deaf college students' comprehension of educational videos.

PubMed

Stinson, Michael S; Stevenson, Susan

2013-01-01

Twenty-two college students who were deaf viewed one instructional video with standard captions and a second with expanded captions, in which key terms were expanded in the form of vocabulary definitions, labeled illustrations, or concept maps. The students performed better on a posttest after viewing either type of caption than on a pretest; however, there was no difference in comprehension between standard and expanded captions. Camtasia recording software enabled examination of the extent to which the students accessed the expanded captions. The students accessed less than 20% of the available expanded captions. Thus, one explanation for the lack of difference in comprehension between the standard and expanded captions is that the students did not access the expanded captions sufficiently. Despite limited use of the expanded captions, the students stated, when interviewed, that they considered these captions beneficial in learning from the instructional video.

An overview of learning disabilities: psychoeducational perspectives.

PubMed

Johnson, D J

1995-01-01

In general, people with learning disabilities are a heterogeneous population that require a multidisciplinary evaluation and careful, well-planned intervention. Despite this heterogeneity, patterns of problems often co-occur. Therefore, diagnosticians and educators should look beyond single areas of achievement such as reading or arithmetic. In addition, problems in one area of learning typically have secondary impacts on higher levels of learning. That is, comprehension problems typically interfere with expression. Every effort should be made to examine patterns of problems and to avoid fragmentation of services so that each area of underachievement is not treated separately. Although learning disabilities usually interfere with school performance, they are not simply academic handicaps. They interfere with certain social activities as well as occupational pursuits. In many instances, they impact on mental health and self-esteem. Therefore, students need multiple services. And, as emphasized throughout this journal issue, learning disabled individuals may have comorbid conditions such as attention deficit disorder, depression, and neurologic problems. Furthermore, the problems may change over time. Children may first be identified because of language comprehension problems but later have reading or mathematics difficulty. With intervention, oral expressive problems may be alleviated but may be manifested later in written language.

42 CFR 441.106 - Comprehensive mental health program.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 4 2013-10-01 2013-10-01 false Comprehensive mental health program. 441.106 Section 441.106 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN... Comprehensive mental health program. (a) If the plan includes services in public institutions for mental...

42 CFR 441.106 - Comprehensive mental health program.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 4 2011-10-01 2011-10-01 false Comprehensive mental health program. 441.106 Section 441.106 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN... Comprehensive mental health program. (a) If the plan includes services in public institutions for mental...

42 CFR 441.106 - Comprehensive mental health program.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 4 2012-10-01 2012-10-01 false Comprehensive mental health program. 441.106 Section 441.106 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN... Comprehensive mental health program. (a) If the plan includes services in public institutions for mental...

42 CFR 441.106 - Comprehensive mental health program.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 4 2014-10-01 2014-10-01 false Comprehensive mental health program. 441.106 Section 441.106 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN... Comprehensive mental health program. (a) If the plan includes services in public institutions for mental...

42 CFR 441.106 - Comprehensive mental health program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Comprehensive mental health program. 441.106 Section 441.106 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN... Comprehensive mental health program. (a) If the plan includes services in public institutions for mental...

42 CFR 424.27 - Requirements for comprehensive outpatient rehabilitation facility (CORF) services.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 3 2010-10-01 2010-10-01 false Requirements for comprehensive outpatient rehabilitation facility (CORF) services. 424.27 Section 424.27 Public Health CENTERS FOR MEDICARE & MEDICAID... PAYMENT Certification and Plan Requirements § 424.27 Requirements for comprehensive outpatient...

Using Anticipatory Reading Guides to Improve Elementary Students' Comprehension

ERIC Educational Resources Information Center

Ortlieb, Evan

2013-01-01

One of the greatest challenges of an elementary school teacher is equipping students with comprehension strategies that transfer to all content areas. With stable levels of reading achievement over the last two decades in the United States, it is necessary that further research be conducted on methods of increasing students' comprehension…

Do Content Area Passages Affect Student Performance on Reading Comprehension Tests?

ERIC Educational Resources Information Center

Peretz, Arna S.

A study conducted in Israel investigated the relevance of subject-specific reading passages to performance on reading comprehension tests for advanced university students of English as a second language. The research specifically examined (1) whether students performed better when the reading test content was directly related to their field of…

The Impact of Note-Taking Strategies on Listening Comprehension of EFL Learners

ERIC Educational Resources Information Center

Hayati, A. Majid; Jalilifar, Alireza

2009-01-01

The main concern of the present study is to probe the relationship between note-taking strategy and students' listening comprehension (LC) ability. To conduct the study, a language proficiency test was administered to the undergraduate students majoring in English Translation at Shahid Chamran University of Ahvaz and sixty students were selected…

Informational Text Comprehension: Its Challenges and How Collaborative Strategic Reading Can Help

ERIC Educational Resources Information Center

McCown, Margaret Averill; Thomason, Gina B.

2014-01-01

With the increased emphasis on informational text with Common Core State Standards and the difficulty many students have with this type of text, this study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. Participating students included a…

Comprehensive Special Education Programming for Students with Autism Spectrum Disorder in the United States

ERIC Educational Resources Information Center

Morse, Timothy E.

2010-01-01

As the identification of students with autism spectrum disorder (ASD) continues to increase unabated, there exists a need to provide school personnel with information they can use for the purpose of designing and implementing appropriate comprehensive programs for these students. Accordingly, this article identifies and discusses comprehensive…

Examining Student Social Capital in a Comprehensive School-Based Health Intervention

ERIC Educational Resources Information Center

Jordan, Michelle E.; Lorenz, Kent A.; Stylianou, Michalis; Kulinna, Pamela H.

2016-01-01

The purpose of this study was to explore 188 third through eighth-grade students' patterns of social interaction related to a comprehensive school-based health program, and to investigate relationships between student social capital (i.e., number and frequency of interactions with friends, teachers, and guardians/family members) and teacher…

Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Lifson, Steve

1986-01-01

Two experiments compared the ability of learning disabled (LD) students and more typical age peers to answer such reading comprehension questions presented independently of reading passages. Results suggested a relative deficiency on the part of LD students with respect to reasoning strategies and test-taking skills. (Author/LMO)

The Effects of Audiobooks on EFL Students' Listening Comprehension

ERIC Educational Resources Information Center

Kartal, Galip; Simsek, Harun

2017-01-01

This study investigates the effects of audiobooks on listening comprehension skills of EFL Students, and their attitudes towards using audiobooks in a foreign language classroom. The participants are 66 first-year students of a state university in Turkey. The research follows a pre- post-test control group research design using quantitative and…

Treating Speech Comprehensibility in Students with Down Syndrome

ERIC Educational Resources Information Center

Yoder, Paul J.; Camarata, Stephen; Woynaroski, Tiffany

2016-01-01

Purpose: This study examined whether a particular type of therapy (Broad Target Speech Recasts, BTSR) was superior to a contrast treatment in facilitating speech comprehensibility in conversations of students with Down syndrome who began treatment with initially high verbal imitation. Method: We randomly assigned 51 5- to 12-year-old students to…

Using Storytelling Strategies to Improve Student Comprehension in Online Classes

ERIC Educational Resources Information Center

Powell, Rasby Marlene; Murray, Ottis

2012-01-01

Previous research shows that presenting class material in story formats can improve student learning in lecture classes. This pilot study of eight sociology classes investigates the efficacy of using storytelling as a means to improve student comprehension in online classes. Our findings show that when material is presented in story format rather…

The Relationship between Reading Fluency and Reading Comprehension in Fifth-Grade Turkish Students

ERIC Educational Resources Information Center

Yildiz, Mustafa; Yildirim, Kasim; Ates, Seyit; Rasinski, Timothy; Fitzgerald, Shawn; Zimmerman, Belinda

2014-01-01

This research study focused on the relationships among the various components of reading fluency components (word recognition accuracy, automaticity, and prosody), as well as their relationships with reading comprehension among fifth-grade students in Turkey. A total of 119 fifth-grade elementary school students participated in the study. The…

Using Pictures to Assist in Comprehension and Recall.

ERIC Educational Resources Information Center

Rich, Rebecca Z.; Blake, Sylvia

1994-01-01

This article describes a picture drawing strategy to enhance the comprehension of fourth- and fifth-grade students with language and reading problems. Students used adhesive notes to draw pictures of main ideas as they read aloud or listened. Students learned the strategy rapidly and were able to use the pictures to generate summary statements.…

Investigating Student Choices in Performing Higher-Level Comprehension Tasks Using TED

ERIC Educational Resources Information Center

Bianchi, Francesca; Marenzi, Ivana

2016-01-01

The current paper describes a first experiment in the use of TED talks and open tagging exercises to train higher-level comprehension skills, and of automatic logging of the student's actions to investigate the student choices while performing analytical tasks. The experiment took advantage of an interactive learning platform--LearnWeb--that…

Effects of Lexical Cohesion and Macrorules on EFL Students' Main Idea Comprehension

ERIC Educational Resources Information Center

Wilawan, Sujunya

2011-01-01

This study investigated the effects of an instructional procedure which incorporated lexical cohesion and macrorules to promote main idea comprehension of Thai EFL students. One hundred and six undergraduate students taking a reading module were randomly assigned to one of three teaching conditions: the combined use of lexical cohesion and…

The Effect of College Students' Self-Generated Computerized Mind Mapping on Their Reading Achievement

ERIC Educational Resources Information Center

Sabbah, Sabah Salman

2015-01-01

This study explored the potential effect of college students' self-generated computerized mind maps on their reading comprehension. It also investigated the subjects' attitudes toward generating computerized mind maps for reading comprehension. The study was conducted in response to the inability of the foundation-level students, who were learning…

Reading Comprehension & Social Information Processing of Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Kessler, Michele Lynn

2009-01-01

Students with learning disabilities (LD) often struggle with reading comprehension (Shaywitz, 2003), even after attaining basic decoding skills. Similar proportions of students with LD have also been found to differ from their typical peers in some aspect of social adjustment (Kavale & Forness, 1996). Yet there is very little known about the…

Development of Reading Comprehension Skills among Students with Intellectual Disabilities Using Technologically-Based Reading Programs

ERIC Educational Resources Information Center

Macklin, Ella M.

2016-01-01

This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…

A Correlation Study between EFL Strategic Listening and Listening Comprehension Skills among Secondary School Students

ERIC Educational Resources Information Center

Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

2011-01-01

The present study was undertaken to investigate the correlation between EFL students strategic listening and their listening comprehension skills. Eighty secondary school students participated in this study. Participants' strategic listening was measured by a Strategic Listening Interview (SLI), a Strategic Listening Questionnaire (SLQ) and a…

The Effectiveness of the Barton's Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia.

PubMed

Mihandoost, Zeinab; Elias, Habibah

2011-01-01

The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton's method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education.

The Relationship between Retail Merchandising in the Content Area and Its Effect on Comprehension and Reading Rate as Measured by Retail Merchandising Reading Tests Given to Selected Secondary School Students in Metropolitan Toronto.

ERIC Educational Resources Information Center

Best, Jane

A total of 99 students from a Toronto secondary vocational school participated in a study to determine whether students who studied retail merchandising differed significantly in comprehension and reading rate from students who did not study retail merchandising. An experimental group composed of 50 merchandising students and a control group of 49…

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students.

PubMed

Scott, Jessica A; Hoffmeister, Robert J

2017-01-01

For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants. However, ASL remained the strongest and most consistent predictor of reading comprehension within the sample. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are primary predictors of reading comprehension for secondary DHH students. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@.com.

76 FR 52643 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-23

... established to conduct a comprehensive study, which will--(I) ``assess the barriers and systemic issues that... the development of a comprehensive approach to improve the opportunities for postsecondary students...

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

PubMed Central

Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.

2013-01-01

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed. PMID:25143666

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

PubMed

Spencer, Mercedes; Quinn, Jamie M; Wagner, Richard K

2014-02-01

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed.

The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder.

PubMed

McIntyre, Nancy S; Solari, Emily J; Gonzales, Joseph E; Solomon, Marjorie; Lerro, Lindsay E; Novotny, Stephanie; Oswald, Tasha M; Mundy, Peter C

2017-09-01

This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n = 81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n = 39), or typical development (TD; n = 44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills.

Effect of Constructivist Teaching Method on Students' Achievement in French Listening Comprehension in Owerri North LGA of Imo State, Nigeria

ERIC Educational Resources Information Center

Uwalaka, A. J.; Offorma, G. C.

2015-01-01

The study investigated the effect of constructivist teaching method on students' achievement in French listening comprehension in Owerri North Local Government Area of Imo State, Nigeria. Achievement in French listening comprehension over the years has been discouraging. The conventional method of teaching French Language has not improved the…

Comparison of Iranian Monolingual and Bilingual EFL Students' Listening Comprehension in Terms of Watching English Movie with Latinized Persian Subtitles

ERIC Educational Resources Information Center

Yamchi, Roghayeh; Kumar, Vishal

2016-01-01

The main concern of the present study was to compare Iranian monolingual and bilingual EFL students' listening comprehension in terms of Latinized Persian subtitling of English movie to see whether there was a significant difference between monolinguals and bilinguals on immediate linguistic comprehension of the movie. Latinized Persian subtitling…

The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students with Disabilities: A Systematic Review

ERIC Educational Resources Information Center

Alzahrani, Turkey; Leko, Melinda

2018-01-01

The purposes of this review were to examine the effects of peer tutoring models on the reading comprehension performance of secondary students with disabilities and to provide evidence of the extent to which peer tutoring can be considered an evidence-based practice (EBP) for improving reading comprehension performance among secondary students…

The Effect of Embedding the Restricted Interests of Students with Autism Spectrum Disorder in Text on Reading Comprehension

ERIC Educational Resources Information Center

Marshall, Brittany

2017-01-01

Reading comprehension deficits are common for students with Autism Spectrum Disorder (ASD) and the rise in prevalence of this disorder has resulted in an increased demand for evidence-based strategies for teaching reading comprehension to this population. Research has found an increase in desired behaviors when a restricted interest (RI) or…

Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

ERIC Educational Resources Information Center

Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

2015-01-01

This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade…

Comparing the Impact of Rates of Text-to-Speech Software on Reading Fluency and Comprehension for Adults with Reading Difficulties

ERIC Educational Resources Information Center

Coleman, Mari Beth; Killdare, Laura K.; Bell, Sherry Mee; Carter, Amanda M.

2014-01-01

The purpose of this study was to determine the impact of text-to-speech software on reading fluency and comprehension for four postsecondary students with below average reading fluency and comprehension including three students diagnosed with learning disabilities and concomitant conditions (e.g., attention deficit hyperactivity disorder, seizure…

The Effects of Morphemic Vocabulary Instruction on Prefix Vocabulary and Sentence Comprehension for Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Shannon Harris; Lignugaris-Kraft, Benjamin; Forbush, David E.

2016-01-01

A limited vocabulary is a substantial obstacle to success in reading comprehension (Graves, 2004). A morphemic approach to vocabulary instruction may be an effective method for increasing student outcomes in both word knowledge and reading comprehension (Kuo & Anderson, 2006; Reed, 2008). The purpose of this research was to examine the effects…

Do Your Homework! Investigating the Role of Culturally Relevant Pedagogy in Comprehensive School Reform Models Serving Diverse Student Populations

ERIC Educational Resources Information Center

Durden, Tonia

2008-01-01

Like the African proverb, "It takes a village to raise a child", many educational researchers charge that it takes a comprehensive school reform to raise student achievement. With the passing of the No Child Left Behind legislation in 2002, national officials authorized the Comprehensive School Reform program to support low performing…

Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective

ERIC Educational Resources Information Center

Feiker Hollenbeck, Amy R.

2013-01-01

This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a…

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

PubMed Central

Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

2014-01-01

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. PMID:25110548

Community College Student Retention: Determining the Effects of a Comprehensive Support and Access Intervention Program Targeting Low-Income and Working Poor at a Large Urban Minority-Serving Institution

ERIC Educational Resources Information Center

Saltiel, Henry

2011-01-01

A quasi-experiment using quantitative methods was conducted to examine the effects on academic student outcomes when a cohort of employed low-SES community college commuter students (the treatment group, N=198) participated in a comprehensive support and access intervention program, compared with similar students (the matched comparison group,…

Effects of supported electronic text and explicit instruction on science comprehension by students with autism spectrum disorder

NASA Astrophysics Data System (ADS)

Knight, Victoria Floyd

Supported electronic text (eText), or text that has been altered to increase access and provide support to learners, may promote comprehension of science content for students with disabilities. According to CAST, Book Builder(TM) uses supported eText to promote reading for meaning for all students. Although little research has been conducted in the area of supported eText for students with autism spectrum disorders (ASD), technology (e.g., computer assisted instruction) has been used for over 35 years to instruct students with ASD in academic areas. The purpose of this study was to evaluate the effects of a supported eText and explicit instruction on the science vocabulary and comprehension of four middle school students with ASD. Researchers used a multiple probe across participants design to evaluate the Book Builder (TM) program on measures of vocabulary, literal comprehension, and application questions. Results indicated a functional relation between the Book Builder(TM) and explicit instruction (i.e., model-lead-test, examples and non-examples, and referral to the definition) and the number of correct responses on the probe. In addition, students were able to generalize concepts to untrained exemplars. Finally, teachers and students validate the program as practical and useful.

A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status

PubMed Central

Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

2015-01-01

Background: Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. Materials and Methods: The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. Results: The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students’ academic performance in the comprehensive basic sciences examination. Conclusion: According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination. PMID:26430693

Effect of an Advanced Pharmacy Practice Experience on Medication Therapy Management Services in a Centralized Retail Pharmacy Program.

PubMed

Vande Griend, Joseph P; Rodgers, Melissa; Nuffer, Wesley

2017-05-01

Medication therapy management (MTM) delivery is increasingly important in managed care. Successful delivery positively affects patient health and improves Centers for Medicare & Medicaid Services star ratings, a measure of health plan quality. As MTM services continue to grow, there is an increased need for efficient and effective care models. The primary objectives of this project were to describe the delivery of MTM services by fourth-year Advanced Pharmacy Practice Experience (APPE) students in a centralized retail pharmacy system and to evaluate and quantify the clinical and financial contributions of the students. The secondary objective was to describe the engagement needed to complete comprehensive medication reviews (CMRs) and targeted interventions. From May 2015 to December 2015, thirty-five APPE students from the University of Colorado Skaggs School of Pharmacy provided MTM services at Albertsons Companies using the OutcomesMTM and Mirixa platforms. Students delivered patient care services by phone at the central office and provided face-to-face visits at pharmacies in the region. With implementation of the MTM APPE in 2015, the team consisted of 2 MTM pharmacists and pharmacy students, as compared with 1 MTM pharmacist in 2014. The number of CMRs and targeted interventions completed and the estimated additional revenue generated during the 2015 time period were compared with those completed from May through December 2014. The patient and provider engagement needed to complete the CMRs and targeted interventions was summarized. 125 CMRs and 1,918 targeted interventions were billed in 2015, compared with 13 CMRs and 767 targeted interventions in 2014. An estimated $16,575-$49,272 of additional revenue was generated in 2015. To complete the interventions in 2015, the team engaged in 1,714 CMR opportunities and 4,686 targeted intervention opportunities. In this MTM rotation, students provided real-life care to patients, resulting in financial and clinical contributions. This model of education and care delivery can be replicated in the community pharmacy or managed care setting. APPE students are an important component of this model of care delivery, particularly when considering the level of patient engagement needed to complete MTM interventions. No outside funding supported this research. The authors have no conflicts of interest to disclose related to this work. All authors contributed to study concept and design. Rodgers collected the data, and data interpretation was performed by Vande Griend, along with Rodgers and Nuffer. The manuscript was written and revised primarily by Vande Griend, along with Nuffer and Rodgers. This project was presented at the Pharmacy Quality Alliance Annual Meeting in Arlington, Virginia, in May 2016.

76 FR 19984 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-11

... established to conduct a comprehensive study, which will--(I) ``assess the barriers and systemic issues that... development of a comprehensive approach to improve the opportunities for postsecondary students with print...

The Effectiveness of Modified Multi-Component Cognitive Strategy Instruction in Expository Text Comprehension of Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Bilgi, Arzu Doganay; Özmen, E. Rüya

2018-01-01

This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe…

The Effect of Talking Story Books on Saudi Young EFL Learners' Reading Comprehension

ERIC Educational Resources Information Center

Alsamadani, Hashem Ahmed

2017-01-01

The current research study investigated the effects of talking story books on Saudi young EFL learners' reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading…

Effect of Direct Instruction Programs on Teaching Reading Comprehension to Students with Learning Disabilities

ERIC Educational Resources Information Center

Parker, Jennifer Leigh Sarratt

2014-01-01

The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the…

University Undergraduate Science Students' Validation and Comprehension of Written Proof in the Context of Infinite Series

ERIC Educational Resources Information Center

Moru, Eunice Kolitsoe; Nchejane, John; Ramollo, Motlatsi; Rammea, Lisema

2017-01-01

The reported study explored undergraduate science students' validation and comprehension of written proofs, reasons given either to accept or reject mathematical procedures employed in the proofs, and the difficulties students encountered in reading the proofs. The proofs were constructed using both the Comparison and the Integral tests in the…

The Influence of Religion-Specific Background Knowledge on the Listening Comprehension of Adult Second-Language Students.

ERIC Educational Resources Information Center

Markham, Paul; Latham, Michael

1987-01-01

Assesses the influence of religious-specific background knowledge on adult ESL listening comprehension. Sixteen Moslems, 20 Christians, and 28 religion-neutral students listened to two passages, one on prayer rituals of Islam and one on those of Christianity. Students better recalled and understood the passage related to their respective religious…

Online Reading Comprehension among Seventh Grade Students with High Incidence Disabilities in Inclusive Settings: A Mixed Methods Study

ERIC Educational Resources Information Center

Robbins, Katherine R.

2010-01-01

Because research exploring how students with disabilities read and comprehend on the Internet is scarce, a mixed methods study was implemented to determine if Internet Reciprocal Teaching (IRT) is an effective intervention for improving online reading comprehension among seventh grade students with high-incidence disabilities in inclusive…

Investigating Deaf Students' Use of Visual Multimedia Resources in Reading Comprehension

ERIC Educational Resources Information Center

Nikolaraizi, Magda; Vekiri, Ioanna; Easterbrooks, Susan R.

2013-01-01

A mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8-12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign…

An Exploratory Study of NNES Graduate Students' Reading Comprehension of English Journal Articles

ERIC Educational Resources Information Center

Chen, Kate Tzu-Ching

2017-01-01

The academic success of non-native English speaker (NNES) graduate students greatly relies on their ability to read and comprehend English journal articles (EJA). The purpose of this study was to identify NNES graduate students' comprehension difficulties and reading strategies when reading EJA. In addition, the study explored how the relationship…