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Taylor, Jason L., and Rui Yan. "Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas." education policy analysis archives 26 (October 1, 2018): 123. http://dx.doi.org/10.14507/epaa.26.3647.
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Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of Arkansas high school graduates and school-level fixed effects to assess how different accelerated programs predict students’ likelihood of enrolling in and being retained in an Arkansas college. We found that participation in concurrent enrollment and Advanced Placement predicts college access and college retention. However, we found no differences in college access and retention based on whether students participated in a NACEP-accredited concurrent enrollment program or not. The results suggest the need to expand access to both concurrent enrollment and Advanced Placement and the need for more research on standards-based concurrent enrollment programs such as those that are NACEP-accredited.
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Kolluri, Suneal. "Rigor restricted: Unequal participation in advanced placement." Phi Delta Kappan 102, no. 4 (November 23, 2020): 30–34. http://dx.doi.org/10.1177/0031721720978059.
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Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curriculum. Some signed up for AP classes because they liked the teachers, but when they got the impression that those teachers didn’t believe in them, they disengaged. In addition, they didn’t see the value of the content presented in AP classes. Although teachers and counselors tried to motivate them by explaining that it would prepare them for college, the students were unconvinced that they needed this help.
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Wood, William B. "Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools." Cell Biology Education 1, no. 4 (December 2002): 123–27. http://dx.doi.org/10.1187/cbe.02-09-0038.
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A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.
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Arce-Trigatti, Paula. "The impact of state-mandated Advanced Placement programs on student outcomes." Economics of Education Review 63 (April 2018): 180–93. http://dx.doi.org/10.1016/j.econedurev.2018.02.001.
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Xu, Di, Sabrina Solanki, and John Fink. "College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation." American Educational Research Journal 58, no. 5 (March 3, 2021): 954–92. http://dx.doi.org/10.3102/0002831221991138.
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This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable access and support for minority students.
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Lin, Ching-Hui, Victor M. H. Borden, and Jyun-Hong Chen. "A Study on Effects of Financial Aid on Student Persistence in Dual Enrollment and Advanced Placement Participation." Journal of College Student Retention: Research, Theory & Practice 22, no. 3 (January 19, 2018): 378–401. http://dx.doi.org/10.1177/1521025117753732.
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Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (DC) programs, their efficacy remains unexplored. Drawing upon St. John’s model as the conceptual framework, this study employed a discrete-time event history analysis to examine the interplay between forms of financial aid and persistence toward degree completion for students participating in DC and AP programs and enrolling in a large, multicampus, Midwestern, U.S. University. First-time, first-year baccalaureate degree-seeking students who began studies in Fall 2012 were tracked for 4 years. The findings suggest that many factors are significantly related to college success, including student demographics such as race (especially Latino identity), first-generation status, housing status, socioeconomic status, and dependency status; high school performance, AP/DC participation, and SAT or ACT scores; and financial aid, such as Pell and federal grant aid and institutional grant programs. Results suggest that receiving Pell and federal grant aid and institutional grant-in-aid consistently and significantly attenuated the risks of student departure. In relation to prematriculation college-level credits, AP participants were more likely to receive institutional grant programs, whereas DC participants were more likely to have student loans. These findings have implications regarding the efficacy of DC/AP programs in regard to their interplay with financial aid systems in affecting persistence outcomes.
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Delicath, Timothy A. "The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 377–98. http://dx.doi.org/10.2190/1yud-y451-6yed-81xn.
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This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.
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Rosati, Jerel A. "Assessing the Advanced Placement Program in American Politics." Political Science Teacher 2, no. 4 (1989): 17–19. http://dx.doi.org/10.1017/s0896082800000830.
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The Advanced Placement (AP) program has been growing rapidly in the last decade. In 1987, a new AP program was begun in American Government and Politics and its impact is beginning to be felt in high schools and colleges across the country. However, there has been no objective assessment of the program communicated and discussed throughout the political science community.To begin—what is the AP program? The Advanced Placement program offers the equivalent of introductory college courses which may lead to college credit upon satisfactory performance on an AP exam. The AP program is administered by the College Board which contracts with the Educational Testing Service (ETS) to operate the AP examinations. “About 31 percent of American secondary schools currently participate, serving approximately 17 percent of their college-bound students in this way. This use, by both schools and students, has been growing steadily in recent years” (Guide to the AP Program, 1986, p. 4).The College Board highlights the positive aspects of the AP program for learning, education, and all concerned—students, teachers, and administrators. AP programs are considered part of society's effort to revitalize the educational system in the United States, especially in high schools and higher education. The quality and implications of the AP program are all positively portrayed. Yet, the implementation of the AP program has not been closely examined and publicly discussed.
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Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.
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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.
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Suldo, Shannon M., Elizabeth Shaunessy-Dedrick, John Ferron, and Robert F. Dedrick. "Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs." Gifted Child Quarterly 62, no. 4 (March 20, 2018): 350–73. http://dx.doi.org/10.1177/0016986218758443.
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Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students’ academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2,379 students (Grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent–child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success.
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Dunn, Dana S., Kimberly Coffman, Mukul Bhalla, Guy A. Boysen, Jaime L. Diaz-Granados, Loretta Neal McGregor, Betsy Morgan, and Paul Smith. "Doing Assessment Well: Advances for Undergraduate Psychology Programs and Psychology Educators." Teaching of Psychology 47, no. 4 (September 11, 2020): 251–61. http://dx.doi.org/10.1177/0098628320945097.
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This article discusses how assessment tools can be used to improve student learning in undergraduate bachelors (BA/BS) in psychology programs. The article first reviews particular advantages associated with using curricular and cocurricular maps for performing systematic program assessment. After identifying various assessment tools created by the American Psychological Association, we discuss some essential arenas for program assessment in psychology, including curricular structure and related issues, introductory psychology, capstone courses, internships, research experiences and honors projects, graduate placement data, and routine academic program reviews. We close the article by offering assessment tips for program administrators.
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Dutkowsky, Donald H., Jerry M. Evensky, and Gerald S. Edmonds. "Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach." Education Finance and Policy 4, no. 3 (July 2009): 263–77. http://dx.doi.org/10.1162/edfp.2009.4.3.263.
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This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.
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Herr, Norman Edward. "A comparative analysis of the perceived influence of advanced placement and honors programs upon science instruction." Journal of Research in Science Teaching 29, no. 5 (May 1992): 521–32. http://dx.doi.org/10.1002/tea.3660290507.
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Brommelsiek, Margaret, Jane Anthony Peterson, Sarah Knopf-Amelung, and Tracy Lynn Graybill. "Clinical experiences at veterans administration primary care clinics: An interprofessional education project for advanced practice nurses and health professions students." Journal of Nursing Education and Practice 7, no. 12 (July 6, 2017): 1. http://dx.doi.org/10.5430/jnep.v7n12p1.
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There is limited literature that specifically addresses how academic institutions and healthcare facilities effectively establish and manage clinical experiences for students. Since advanced practice nursing education (APRN) programs strive to provide appropriate clinical experiences as part of their students’ educational training, it is imperative that academic institutions and clinical facilities establish working relationships and protocols for productive collaboration. Barriers may exist in arranging student clinical placements, including scheduling conflicts and provider workload burden. Collaborative approaches for placing APRN students in primary care settings can be beneficial for student learning and the clinical care of patients. The purpose of this paper is to provide an initial roadmap for coordinating APRN and other health professional students’ placement in clinical rotations at a Veterans Health Administration Medical Center (VAMC) primary care clinic in the Midwest.
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Knezevich, Emily, Kevin T. Fuji, Krysta Larson, and Gabrielle Muniz. "A Cross-Sectional Survey Study Examining the Provision of Continuous Glucose Monitoring Education in U.S. Doctor of Pharmacy Programs." Pharmacy 10, no. 6 (December 16, 2022): 174. http://dx.doi.org/10.3390/pharmacy10060174.
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Continuous glucose monitoring (CGM) is used to help patients with diabetes and their healthcare providers more effectively manage care. CGM use is expanding to all healthcare settings where pharmacists practice and new pharmacy graduates may increasingly be asked to assist patients utilizing CGM devices and assess diabetes management through the interpretation of CGM data. The purpose of this study was to describe CGM education across Doctor of Pharmacy (Pharm.D.) programs in the United States. An online survey was administered to 139 accredited Pharm.D. programs. Information was solicited about CGM education, including curricular placement, course type, hands-on experience, and credential(s) of faculty providing the education. Fifty-seven programs responded with 51 (89.5%) providing CGM education for a median of 1.0 h. Of programs providing detailed responses, content was delivered in required (60.4%) or elective (45.8%) lectures as well as experiential settings (41.7%). Education occurred most frequently in the third year (58.3%), followed by the second (43.8%) and fourth (37.5%) years. Thirty-one (66.0%) programs were taught by a faculty member with an advanced diabetes credential. The results from this study confirm that there is an ongoing need to examine optimal amount, timing, and methods for providing CGM education.
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Riley, Tasha. "Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students." Journal of Teacher Education 70, no. 5 (October 20, 2018): 512–25. http://dx.doi.org/10.1177/0022487118806484.
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Although Indigenous and non-Indigenous teachers, administrators, and educational policy makers have made efforts to improve Indigenous educational outcomes, slow progress limits the opportunities available to Indigenous learners and perpetuates social and economic disadvantage. Prior Canadian studies demonstrate that some teachers attribute low ability and adverse life circumstances to Indigenous students, possibly influencing classroom placement. These findings were the catalyst for an Australian-based study assessing the influence students’ Aboriginal and/or Torres Strait Islander status had upon teachers’ placement decisions. Teachers allocated fictional students to supplementary, regular, or advanced programs. Study findings revealed that teachers’ decisions were based upon assumptions regarding the perceived ability, family background, and/or life circumstances of Indigenous learners. The research tool designed for this study provides a way for teachers to identify the implications of biases on decision making, making it a valuable resource for teacher educators engaging in equity work with preservice teachers.
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Thier, Michael, Paul Beach, Charles R. Martinez Jr., and Keith Hollenbeck. "Take Care When Cutting." Theory & Practice in Rural Education 10, no. 2 (October 30, 2020): 63–84. http://dx.doi.org/10.3776/tpre.2020.v10n2p63-84.
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Education research that omits or insufficiently defines geographic locale can impair policy formulation, enactment, and evaluation. Such impairments might be especially detrimental for communities in rural and/or remote areas, particularly when they pertain to gifted education programs that struggle to operate at large scale (e.g., Advanced Placement). To enhance researchers’ precision when analyzing school-level data, we developed five statistical approaches to operationalize rurality and remoteness using the Urban-Centric codes from the National Center of Education Statistics. With national data, we found important variations across these statistical approaches in (a) percentage of schools identified as rural and/or remote, (b) effect sizes, and (c) characterizations of schools’ relative disadvantage in the breadth of opportunity to learn Advanced Placement content that they provide. These findings challenge prevailing practices of classifying communities dichotomously as nonrural or rural. The authors demonstrate several ways to address policy makers’ and practitioners’ needs by incorporating geographic locale into analyses of school data, operationalizing geographic locale precisely in theoretically sound ways, and avoiding dichotomies that can obscure meaningful variation.
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Crabtree, Lenora M., Sonyia C. Richardson, and Chance W. Lewis. "The Gifted Gap, STEM Education, and Economic Immobility." Journal of Advanced Academics 30, no. 2 (February 22, 2019): 203–31. http://dx.doi.org/10.1177/1932202x19829749.
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Systemic inequities in educational opportunities contribute to reduced economic mobility. Extensive research has documented disproportionality in gifted education at national and state levels. However, limited research examines inequities in gifted education within districts. Informed by critical systems theory (CST), this research provides an analysis of the Gifted Gap in a school district serving a growing metropolitan area with surprisingly limited economic mobility. Results reveal underrepresentation of students experiencing poverty, and Black and Latinx students of all socioeconomic groups in gifted education programs. Inequities in gifted education create systemic barriers including reduced enrollment in Advanced Placement (AP) courses, a factor that impedes college completion and participation in science, technology, engineering, and math (STEM) research and innovation. Reducing gifted education disproportionality is a promising way to increase economic mobility and broaden participation in STEM.
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Foust, Regan Clark, Holly Hertberg-Davis, and Carolyn M. Callahan. "“Having it All” at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs." Roeper Review 30, no. 2 (April 14, 2008): 121–29. http://dx.doi.org/10.1080/02783190801955293.
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Hinrichs, Judy. "A Comparison of Levels of International Understanding among Students of the International Baccalaureate Diploma and Advanced Placement Programs in the USA." Journal of Research in International Education 2, no. 3 (December 2003): 331–48. http://dx.doi.org/10.1177/1475240903002003005.
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Buonviri, Nathan O., and Andrew S. Paney. "Technology use in high school aural skills instruction." International Journal of Music Education 38, no. 3 (March 1, 2020): 431–40. http://dx.doi.org/10.1177/0255761420909917.
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In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample by state of 866 instructors. Participants who completed the survey ( N = 317, response rate = 36%) were current APMT teachers representing 48 states. Of the 91% of respondents who used digital technologies for teaching aural skills, 93% used websites, 47% used software programs, and 38% used mobile apps. Participants incorporated technology for student practice outside class (93%) and during class (78%), and to present new material during class (55%). Of those who did not use technologies ( n = 29), 41% cited lack of funds and 34% cited lack of class time. Participants noted that technology can provide extra practice for students and customization for their needs, but that students’ lack of access and limitations of the programs may temper these benefits. Implications for pedagogical practice and music teacher training are discussed.
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Samaranayake, Sarath W., and Joaquin Jr Gabayno. "Post-Foundation Students’ Perceived Difficulties of an In-House Entry Test in the Context of Technological Education in Oman." Education and Linguistics Research 5, no. 2 (September 9, 2019): 58. http://dx.doi.org/10.5296/elr.v5i2.15095.
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This paper reports the findings of a study that investigated why a large number of test takers show a low performance in four language skills (listening, speaking, reading and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor’s degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading and writing) in two semesters. The study analyzed the entry test results for two semesters including a survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor’s degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.
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Rahman, Mohammad Masudur. "Career Development Services (CDS) at the University Level: A Study on Two Private Universities in Bangladesh." Journal of Business and Technology (Dhaka) 8, no. 1-2 (March 9, 2014): 95–113. http://dx.doi.org/10.3329/jbt.v8i1-2.18288.
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In this paper an attempt has been made to analyze the importance of educating students through various missions of professional development activities of a university. Through its focus on teaching and learning, research and discovery, and outreach and engagement, the university creates, conveys, and applies knowledge to expand personal growth and opportunity, advance social and community development, foster economic competitiveness, and improve quality of life. Bangladesh, as a developing nation, experiences one of the most acute unemployment situations in the world. Getting a suitable job or building right career in the expected way has now-a-days become very difficult. Emphasis has been given on building skilled human resources by undertaking job oriented academic programs, arranging internship, job placement, workshop and facilitating opportunities to study abroad for higher education. Because, without imparting qualitative education and proper counseling a fresh graduate may lose the right way to approach in getting a better livelihood and build healthier career. The university, where the students are taught, can play a pivotal role in guiding them and building their professional skills in the way of achieving the goal. This article will analyze how a university can take part with students professional development activities and prepares its students for job market at home and abroad. DOI: http://dx.doi.org/10.3329/jbt.v8i1-2.18288 Journal of Business and Technology (Dhaka) Vol.8(1-2) 2013; 95-113
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Hart, Jack, and Caleb C. McKinney. "An institutional analysis of graduate outcomes reveals a contemporary workforce footprint for biomedical master’s degrees." PLOS ONE 15, no. 12 (December 7, 2020): e0243153. http://dx.doi.org/10.1371/journal.pone.0243153.
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There is continued growth in the number of master’s degrees awarded in the life sciences to address the evolving needs of the biomedical workforce. Academic medical centers leverage the expertise of their faculty and industry partners to develop one to two year intensive and multidisciplinary master’s programs that equip students with advanced scientific skills and practical training experiences. However, there is little data published on the outcomes of these graduates to evaluate the effectiveness of these programs and to inform the return on investment of students. Here, the authors show the first five-year career outlook for master of science graduates from programs housed at an academic medical center. Georgetown University Biomedical Graduate Education researchers analyzed the placement outcomes of 1,204 graduates from 2014–2018, and the two-year outcomes of 412 graduates from 2016 and 2017. From the 15 M.S. programs analyzed, they found that 69% of graduates entered the workforce, while 28% entered an advanced degree program such as a Ph.D., allopathic or osteopathic medicine (M.D. or D.O.), or health professions degree. International students who pursue advanced degrees largely pursued Ph.D. degrees, while domestic students represent the majority of students entering into medical programs. Researchers found that a majority of the alumni that entered the workforce pursue research-based work, with 59% of graduates conducting research-based job functions across industries. Forty-nine percent of employed graduates analyzed from 2016 and 2017 changed employment positions, while 15% entered advanced degree programs. Alumni that changed positions changed companies in the same job function, changed to a position of increasing responsibility in the same or different organization, or changed to a different job function in the same or different company. Overall, standalone master’s programs equip graduates with research skills, analytical prowess, and content expertise, strengthening the talent pipeline of the biomedical workforce.
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Gibson, Nicole Ann, Brandi Pravecek, Linda Burdette, and LeAnn Lamb. "ANEW Project to Develop and Support Rural Primary Practice." Online Journal of Rural Nursing and Health Care 21, no. 1 (May 4, 2021): 85–99. http://dx.doi.org/10.14574/ojrnhc.v21i1.649.
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South Dakota is one of the nation’s most rural and frontier states and has the highest proportion of rural dwellers in the Midwest. Many of the state’s counties suffer from provider shortages, with nurse practitioners increasingly being called upon to fill the role of the primary care provider in clinics and critical access hospitals. However, family nurse practitioner (FNP) education programs are not required to provide the training and skills necessary to meet the unique challenges of rural practice.
An Upper Midwest land grant university prepares both masters and doctoral FNP students to fill primary care provider needs in South Dakota and the surrounding region. The purpose and scope of this two-year Advanced Nursing Education Workforce (ANEW) project was to enhance an existing academic/practice partnership to prepare primary care advanced practice registered nursing (APRN) students for practice in rural and/or underserved settings in the state and region. The ANEW project provided FNP students with a longitudinal primary care clinical traineeship experience in rural clinical settings.
Trainees benefited from traineeship funds, learning advanced procedures and skill concepts through attendance at a series of educational workshops, and job placement efforts postgraduation. The ANEW project also provided for a comprehensive preceptor development collaborative designed to enhance competence and confidence for independent rural practice and facilitate job placement in rural communities after graduation.
This project strengthened the quality of FNP education through an academic/practice partnership which resulted in a symbiotic, synergistic relationship to address rural work force supply and the identification of the knowledge and skills needed for current and future rural healthcare providers.
Keywords: family nurse practitioner, education, preceptor, academic, practice partnership, rural primary healthcare, healthcare provider shortage
DOI: https://doi.org/10.14574/ojrnhc.v21i1.649
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Roegman, Rachel, David Allen, and Thomas Hatch. "Dismantling Roadblocks to Equity? The Impact of Advanced Placement Initiatives on Black and Latinx Students’ Access and Performance." Teachers College Record: The Voice of Scholarship in Education 121, no. 5 (May 2019): 1–32. http://dx.doi.org/10.1177/016146811912100505.
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Background Increasing access to Advanced Placement (AP) coursework has been a long-term goal of the College Board and many districts across the country, yet achieving this goal has remained elusive, particularly for African American and Latinx youth and youth in poverty. Purpose In this study, we analyze the work of five districts that have identified inequities in AP participation and developed initiatives to address these inequities. We examine these districts’ strategies, as well as their impact on both access to AP coursework and success on AP exams. We consider how efforts to increase access to AP have affected different racial/ethnic student groups. Participants The five districts are led by superintendents who were members of the Instructional Leaders Network (ILN), a statewide network that focuses on supporting superintendents’ system-wide, equity-focused improvement. The districts vary in demographics, size, and socioeconomic status. Data Collection and Analysis This mixed methods study includes five years of AP enrollment and performance data for four districts, and two years of data for one district. We also identified two of these districts as case studies of AP initiative development and implementation and conducted a series of interviews with administrators from the districts over the five years of the study. We analyzed quantitative data descriptively and used Bonilla-Silva's (2018) concept of color-blind racism to analyze these data in relation to the interview data. Findings All districts adopted strategies focused on students as a whole, which for the most part led to an increase in access for all racial/ethnic groups, but no consistent pattern of reducing over- or under-representation. In terms of outcomes, in some districts, more students received scores of 3 or higher from all racial/ethnic groups, but disparities in average test scores remained. Additionally, across all districts, Black students continued to receive the lowest scores. Conclusions As school districts, individual high schools, and the College Board continue their focus on increasing equity in both access and performance, their approaches need to involve ongoing data collection and evaluation on how different programs and initiatives are positively or negatively affecting student populations that have been traditionally under-served as well as students in general. This research demonstrates that color-neutral policies need to be constantly interrogated by K–12 administrators and other stakeholders to ensure that the policies do not reinforce and sustain existing inequities. If districts seek to target groups of students who are underserved, they need to consider strategies and policies that explicitly and directly address those groups.
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Muñoz-Muñoz, Eduardo. "Where the Translingual Rubber Hits the Road: Ideological Frictions, Mixtificaciones y Potentialities in Bilingual Teacher Preparation Programs." Association of Mexican American Educators Journal 15, no. 3 (December 15, 2021): 47–68. http://dx.doi.org/10.24974/amae.15.3.445.
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Translanguaging has become a particularly relevant (and controversial) concept for the field of bilingual education, with concrete implications for teacher preparation programs serving teacher candidates (TCs) who may identify as heritage speakers of Spanish. However, the regard and understanding of translanguaging, its pedagogical potential, and the positionality to implement it are not evenly distributed among stakeholders involved in the teacher preparation process. This article explores the relationship among California public teacher preparation programs, their bilingual teacher candidates, and the districts that host their field placements that ultimately hire them. Building on the metaphorical concepts of ideological and implementational spaces (Flores & Schissel, 2014), the space between and encompassing the overlap between credentialing programs and school districts is characterized as a friction space beset by tensions between monoglossic and heteroglossic stances and the pragmatism of “entering the workforce.” The dynamics of this space are illustrated in five retratos constructed on qualitative data obtained through semistructured interviews. Based on the author's localized experiences, the article concludes by proposing approaches to navigate the friction space, reinforce the bilingual candidates' counterideological stances, and advance a much-needed productive dialogue in the teacher preparation ecology.
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Nozdrov, Pavel A. "Comparative Analysis of International Programs and Examinations in History: International Baccalaureate (IB), Cambridge Assessment International Education (CAIE), College Board Advanced Placement (AP)." Prepodavatel XXI vek, no. 1-1 (2021): 36–48. http://dx.doi.org/10.31862/2073-9613-2021-1-36-48.
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Grover, Shilpa, Paul F. Currier, Jason M. Elinoff, Joel T. Katz, and Graham T. McMahon. "Improving Residents' Knowledge of Arterial and Central Line Placement With a Web-Based Curriculum." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 548–54. http://dx.doi.org/10.4300/jgme-d-10-00029.1.
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Abstract Background Procedural skill is predicated on knowledge. We used a previously validated test to evaluate the impact of a web-based education program on medical residents' knowledge of 2 advanced medical procedures. Methods We enrolled 210 internal medicine residents at 3 residency programs in a randomized, controlled, educational trial. Study participants completed a 20-item, validated online test of their knowledge of central venous and arterial line (CVL and AL, respectively) placement at baseline and after performing their next 2 procedures (test 1 and test 2). Between test 1 and test 2, participants were randomized to online educational material for CVL insertion, AL insertion, both, or neither. The primary outcome of the study was the difference in test scores between test 1 and test 2 by randomization group. Results Though residents in the baseline cohort were confident about their knowledge of procedural technique, their mean test scores were low (62% and 58% in the CVL and AL tests, respectively). Baseline test score correlated with the number of prior procedures performed. Sixty-five residents completed all 3 CVL tests, and 85 residents completed all 3 AL tests. Access to the web-based procedure education was associated with a significant improvement in scores for both the CVL test (effect size, d = 0.25, P = .01) and AL test (d = 0.52, P < .001). Conclusions Web-based procedure training improves knowledge of procedures to a significantly greater extent than performing the procedure alone. Web-based curricula can effectively supplement other methods of skill development.
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Burt, Brian A., Justin J. Roberson, Jarrel T. Johnson, and Anne Bonanno. "Black Men in Engineering Graduate Programs: A Theoretical Model of the Motivation to Persist." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (November 2020): 1–58. http://dx.doi.org/10.1177/016146812012201109.
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Background A growing body of research highlights the experiences of Black men students who successfully navigate science, technology, engineering, and mathematics (STEM) educational pathways. Many Black men graduate students in engineering describe moments when their advisors, peers, and, at times, community members make them feel different because of their race and gender. Needed is a better understanding of what motivates Black men to persist in graduate school despite such challenges. Purpose This study advances a new theoretical model, “Black Men's Graduate Engineering Motivation” (BMGEM), to describe the overlaying factors and sources of motivation—and their interrelations—that influence Black men in engineering graduate programs to persist. Research Design To explore the motivational factors that influence Black men in graduate engineering programs at predominantly White institutions (PWIs) to persist, this study of 42 students used an eight-item demographic form, one-on-one semi-structured interviews, and follow-up focus groups. Data analysis was conducted using adapted grounded theory techniques. After the completion of data collection and multiple iterations of analyses (both inductive and deductive), existing conceptualizations of motivation were used to help make sense of data. The connection to existing literature, code development, their placement into categories, and placing categories into themes led to the creation of a substantive, practice-informing theory: Black Men's Graduate Engineering Motivation. Findings Data analysis resulted in the theory of Black Men's Graduate Engineering Motivation (BMGEM). The BMGEM explains the overlaying factors that influence individuals’ experiences and motivations to persist (i.e., sociocultural factors, personal factors, social identities, pre-graduate school experiences), and external and internal motivational sources that also influence students’ motivations to persist (i.e., desire to earn a graduate degree, desire to become an engineer, challenges during graduate school, peers, family members, [under]representation, self-coaching practices, career and professional goals). Conclusions and Recommendations The findings from this study inform future research, and practice-based strategies around broadening participation, that aid in Black men's progress through science and engineering pathways. With this new information, we charge engineering colleges to make true commitments to broadening participation, which means centering students—in this case, Black men—as contributors to STEM. In doing so, engineering colleges need to commit to helping Black men succeed. Assisting in their motivation to persist is a key to meeting this charge.
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Rei, Sally M., and Joseph S. Renzulli. "The Secondary Triad Model." Journal for the Education of the Gifted 13, no. 1 (October 1989): 55–77. http://dx.doi.org/10.1177/016235328901300105.
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The Secondary Triad Model (Reis & Renzulli, 1985) evolved after several years of experience with numerous field test sites in which the Enrichment Triad Model had been implemented at the elementary level. In early attempts at the junior and senior high school levels, several problems emerged that were not easily resolved through the use of the elementary administrative design. These problems included scheduling, finding time for creative/productive work in “content crowded” classes, and developing administrative and staff support. How to blend the gifted program into already existing options such as advanced placement, honors classes and extra-curricular activities was an additional concern. The Secondary Triad Model, which has been implemented in many sites, begins with the formation of an Interdisciplinary Planning Team (IPT) that includes faculty members who volunteer to participate from each of the major academic areas. This team plans and organizes program goals and activities, and meets on a regular basis to discuss curriculum compacting options for students and to plan schoolwide enrichment opportunities. The Secondary Model also includes the formation of Talent Pool classes which are based in the Enrichment Triad Model. These classes actually become self-contained Triad programs within each discipline and allow regular curriculum to be compacted so that students may participate in Type I and Type II activities within the subject, and “revolve into” Type III experiences, if interests develop.
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Highsmith, Robert J. "The Advanced Placement Program." Journal of Economic Education 20, no. 1 (1989): 115. http://dx.doi.org/10.2307/1182721.
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Yamakawa, S., O. Razvina, M. Ito, H. Hibino, T. Someya, and T. Ushiki. "Medical exchange project for students and young doctors between Japan and Russia." Medical University 1, no. 1 (November 26, 2018): 32–39. http://dx.doi.org/10.2478/medu-2018-0005.
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Abstract For more than 25 years Niigata University School of Medicine has been organizing medical exchanges with universities of the Russian Far East and Siberia. This exchange has turned out to be mutually beneficial for both universities, giving motivation to medical students and young doctors to strive for knowledge of international medicine. “Program for priority placement of foreign students sponsored by Japanese government” and “Re-inventing Japan project” initiated by Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) were adopted in 2014, so it gave us a perfect opportunity to expand the existing program. In 2017, the MEXT approved the application of Niigata University together with Hokkaido University for «Program of Globalization in the field of university education (in cooperation with Russia), the creation of a platform for interaction”. We hope advances in the field of medicine and medical care achieved as a result of such unique cooperation between Japan and Russia will greatly contribute not only to the welfare of citizens of both countries, but also to the development of industry and economy. We would like to share experience gained by our university in the sphere of Japanese-Russian medical exchanges and educational programs, as well to describe the prospects for further development.
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Mcardle, Erin E., and Jennifer D. Turner. "“I'm Trying to Beat a Stereotype”: Suburban African American Male Students’ Social Supports and Personal Resources for Success in AP English Coursework." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (April 2021): 1–44. http://dx.doi.org/10.1177/016146812112300403.
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Background African American male students attending U.S. suburban schools remain severely underrepresented in Advanced Placement (AP) programs. A number of structural barriers, including racialized tracking policies; limited referrals from educators and school counselors; conventional AP practices centered on Eurocentric curricula, literature, and pedagogies; and educators’ deficit mindsets toward Black masculinity, mitigate African American male students’ access to and success in suburban AP classrooms. Despite these sobering realities, African American male students have achieved success in AP English Language Arts coursework. Yet few researchers have investigated the multiple and complex forms of support to which African American male students attribute their successful performance in AP English coursework in suburban high schools. Purpose/Research Question In an effort to close opportunity gaps in AP English programs, the present study illuminates the social supports and personal resources that African American male students mobilized to earn exemplary grades (i.e., maintaining a grade of B- or higher, or 79.6% or higher out of 100%) in an AP English Language and Composition and/or an English Literature and Composition course, and earn a passing score on the formal AP exam (i.e., 3 or higher). Countering deficit-oriented research paradigms, we employed an anti-deficit achievement framework to (re)position young African American men as capable, motivated, and agentive learners who marshal complex supportive networks, as well as their own personal resources, to successfully learn academic literacies in AP English classrooms. Our inquiry was guided by the following research question: To what social supports and personal resources do young African American men who graduated from a suburban high school attribute their success in AP English coursework? Participants Eight young African American men who were enrolled in AP English coursework in a suburban Mid-Atlantic secondary school were the participants in this study. Participants were successful learners who received exemplary grades in an AP English class, were taught by the first author, and earned a passing score on an AP English exam. Participants’ ages ranged from 21 to 33 years, and all were attending or had graduated from a four-year college or university. Research Design The young men participated in one-on-one, in-depth interviews. Interviews probed the participants’ personal experiences in AP English, their perspectives in achieving success in the class and on the formal exam, and their recollections of the AP English curriculum, and were cross-analyzed for common sources of supports through multiple coding cycles. Findings The young men highlighted six sources of support that were integral to their AP English success. They described three sources of social supports—the wisdom, guidance, and caring that they received from family members, English teachers, and peers—that promoted their success in AP English. In addition, participants identified three types of personal resources—their own college aspirations, persistence in learning academic literacies, and racial consciousness—that inspired and motivated their high scholastic achievement in AP English. Conclusion By mobilizing the rich social supports and personal resources in their lives, African American male students have the resilience, courage, and the intelligence to enroll and succeed in AP English coursework. We suggest that suburban school administrators, school counselors, and teachers use open AP enrollment policies; work closely with and provide pertinent information to African American families; address students’ social emotional concerns; and ensure that AP English pedagogical practices are humanizing to improve the recruitment and retention of African American male students in AP English programs. Finally, we contend that educational scholars and practitioners must continue to engage in research and practice that nurture young African American male students’ social supports and personal resources for AP English success.
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LeBeau, Brandon, Susan G. Assouline, Ann Lupkowski-Shoplik, and Duhita Mahatmya. "The Advanced Placement Program in Rural Schools: Equalizing Opportunity." Roeper Review 42, no. 3 (July 2, 2020): 192–205. http://dx.doi.org/10.1080/02783193.2020.1765923.
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Gipson, John. "Predicting academic success for students of color within STEM majors." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 124–34. http://dx.doi.org/10.1108/jme-12-2015-0044.
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Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.
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Gregersen, A. G., M. T. Hansen, S. E. A. Brynhildsen, V. A. Grøndahl, and A. C. Leonardsen. "Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway." Nursing Research and Practice 2021 (April 9, 2021): 1–9. http://dx.doi.org/10.1155/2021/8870394.
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Practical nursing skills are complex and involve technical, theoretical, and practical aspects, caring perspectives adjusted to both patient and circumstances, as well as ethical and moral considerations. Patients’ length of stay in hospitals is decreasing, and more advanced patient treatment is conducted in primary healthcare settings. Hence, education and nursing skills need adjustment in line with the rapidly evolving field of practice. Studies emphasize a need to uncover whether the technical aspect of nursing skills, in general, is challenging in students’ learning. The aim of this study was to explore students’ perspectives on practical nursing skills and how they can best learn these. Three focus group interviews were conducted with registered nurse students and intellectual disability nurse students in their last semester (n = 11). Conventional, inductive content analysis in line with recommendations from Hsieh and Shannon was used to analyze the data. Two main categories with subcategories were identified: (1) the content of practical skills, with subcategories (a) human-to-human relations, (b) organizational competence, and (c) technical mastering and (2) building competence, with subcategories (a) need for supervision, (b) planning the learning situations, and (c) relevance for practice. Students experienced that practical skills did not only include technical aspects but also the ability to establish a relationship to the patient and to organize their working day. Supervising was assumed as essential both when training in the simulation center and in clinical placement, as well as planning of the training, respectively. Students experienced that some skills learned in the university college were less relevant in clinical practice and that certain skills were difficult to perform in practice due to the type of clinical placement. Hence, there is a need to review the approach to and content of practical nursing skills’ learning in healthcare undergraduate programs, to prepare students for clinical practice, and to ensure that they build the competence needed in healthcare services.
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Gallagher, Shelagh A. "Myth 19: Is Advanced Placement an Adequate Program for Gifted Students?" Gifted Child Quarterly 53, no. 4 (September 15, 2009): 286–88. http://dx.doi.org/10.1177/0016986209346948.
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Corin, Elysa N., Gerhard Sonnert, and Philip M. Sadler. "The Role of Dual Enrollment STEM Coursework in Increasing STEM Career Interest among American High School Students." Teachers College Record: The Voice of Scholarship in Education 122, no. 2 (February 2020): 1–26. http://dx.doi.org/10.1177/016146812012200210.
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Background/Context The United States is facing a shortage of domestically prepared STEM (science, technology, engineering, and mathematics) professionals, yet many high school graduates find they are not sufficiently prepared for college-level work in STEM subjects. Dual enrollment STEM courses count for both high school and college credit, expose students to the demands of a college course, and may be used to augment existing high school course offerings and graduate students who are better prepared to continue, and are interested in continuing, their education in STEM. Purpose/Objective/Research Question/Focus of Study This study investigated changes in students’ reported interest in STEM careers after taking a dual enrollment STEM course. We address the following questions: (1) Are high school students who take one or more STEM dual enrollment courses more likely than their peers to report an interest in STEM careers by the end of high school? (2) Is dual enrollment STEM course-taking more effective than Advanced Placement STEM course-taking in increasing student interest in STEM careers by the end of high school? Research Design A quasi-experimental research design was used in this work, with propensity weights employed to account for group self-selection effects post hoc. Data were collected through a national survey of college students (N = 14,114) who provided information about their K–12 experiences. Findings/Results After controlling for demographic, academic, and background characteristics, particularly prior interest in a STEM career, the odds of a STEM career intention were 1.3 times (p < .05) greater for those taking a dual enrollment course compared with peers who did not. Students who took both dual enrollment and AP STEM courses had 2.1 times the odds of their nonparticipating peers to report an interest in STEM careers. Results show that the STEM dual enrollment intervention is equally effective for students of all demographic backgrounds. Conclusions/Recommendations This study is the first to examine the link between dual enrollment and career interest, revealing an additional avenue through which students may be encouraged to pursue STEM careers. Dual enrollment is a promising intervention to increase STEM career interest among all high school students, including students of different genders, races, socioeconomic status (as measured by highest parental education level), and academic achievement (as measured by math SAT score). The policy implications for this work are that dual enrollment programs should be vigorously implemented and promoted in an effort to increase the number of students, especially students from underrepresented groups, who graduate from high school with an interest in a STEM career.
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Campos-Miño, Santiago, María Carolina Velasco, Paúl Moscoso, Xavier Páez, María de Lourdes Alvear, Cristóbal Alvarado, and Bayron Guillen. "Perceived barriers to effective enteral and parenteral nutrition in pediatric intensive care units in Ecuador: a multicenter survey study." Metro Ciencia 29, no. 4 (December 28, 2021): 27–35. http://dx.doi.org/10.47464/metrociencia/vol29/4/2021/27-35.
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Aims: To identify the main barriers perceived by pediatric intensive care healthcare professionals in delivering enteral and parenteral nutrition to critically ill children in Ecuador. Methods: An online cross-sectional survey was sent electronically from May 2020 to July 2020 to PICU intensivists, pediatricians, nurses, and dieticians across Ecuador. The questionnaire consisted of 27 questions on the barriers to enteral nutrition (EN) and 10 questions on the barriers to parenteral nutrition (PN). Respondents were asked to rate each barrier based on a 7-point Likert scale that ranged from 0 = “it is not a barrier at all” to 6 = “it has a great influence as a barrier”. Each barrier was classified into three categories according to the Likert scale score: no barrier (0), moderate barrier (1-3), and important barrier (4-6). Results: A total of 119 responses from 16 hospitals were obtained. 34% of respondents were pediatricians, 21% pediatric intensivists, 39% nurses, and 6% dieticians. The top 5 perceived barriers for EN were: 1) Feeding being held too far in advance of procedures or operating room visits, 2) Not enough time dedicated to education and training, 3) No or not enough dietician coverage during evenings, weekends, and holidays 4) Dietician not routinely present on weekday patient rounds, 5) Lack of familiarity with current guidelines for nutrition. For PN the top three perceived barriers were: 1) Waiting for physician to place a central venous catheter and then request and review X-ray to confirm its correct placement, 2) There is no PN protocol in place or it is not applied, 3) There is no catheter or catheter lumen available for PN purposes only. Conclusions: Our study shows that many perceived barriers to EN in Ecuadorian PICUs are like those found internationally. Barriers to the implementation of PN were also evaluated, finding organizational problems to be one of the main limitations. Most of the identified barriers can be overcome through practical strategies such as the development of specific protocols for enteral and parenteral nutrition and the conformation of multidisciplinary teams. It is essential to implement continuous training programs in nutrition for all health personnel in charge of critically ill pediatric patients.
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Schneider, Jack. "Privilege, equity, and the Advanced Placement Program: tug of war." Journal of Curriculum Studies 41, no. 6 (December 2009): 813–31. http://dx.doi.org/10.1080/00220270802713613.
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Swanson, Julie Dingle, and Steven Nagy. "Advanced Placement Academy: Case Study of a Program Within a School." Journal of Education for Students Placed at Risk (JESPAR) 19, no. 3-4 (October 2, 2014): 229–56. http://dx.doi.org/10.1080/10824669.2014.972505.
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Brennan, Robert L. "Evidence-Centered Assessment Design and the Advanced Placement Program®: A Psychometrician's Perspective." Applied Measurement in Education 23, no. 4 (September 30, 2010): 392–400. http://dx.doi.org/10.1080/08957347.2010.510973.
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Kelley, Carolyn. "Determining Curricula and Exam Content in the Advanced Placement Program." Education and Urban Society 26, no. 2 (February 1994): 172–84. http://dx.doi.org/10.1177/0013124594026002005.
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Lewis, Scott. "AP: A critical examination of the Advanced Placement program." Science Education 95, no. 3 (March 30, 2011): 573–75. http://dx.doi.org/10.1002/sce.20453.
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Craft, Eleanor, and Aimee Howley. "African American Students’ Experiences in Special Education Programs." Teachers College Record: The Voice of Scholarship in Education 120, no. 10 (October 2018): 1–35. http://dx.doi.org/10.1177/016146811812001001.
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Background/Context Disproportionate placement of African American students into special education programs is likely to be a form of institutional racism, especially when such placement stigmatizes students. If placement also fails to lead to educational benefits, the practice becomes even more suspect. Some studies have explored disproportionate placement (i.e., over-representation) from the perspectives of policy makers and educators, but few have looked at the practice from the vantage of the African American students experiencing it. Purpose/Objective/Research Question/Focus of Study This study explored how nine African American students in secondary special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels. Setting Participating students attended one of three high schools in an urban district in the midwestern United States. Respectively, the schools had low, medium, and high percentages of students on individualized education programs (IEPs). Population/Participants/Subjects Three students from each of three schools participated in the study. With the help of school personnel, the researchers selected students who (a) were African American, (b) were juniors or seniors, (c) carried the label of learning disabilities or mild cognitive impairment, and (d) had received special education services for at least three years. Research Design The researchers used an in-depth interview design including three increasingly detailed interviews with each student. Verbatim transcripts of interviews provided the data the researchers analyzed using (a) inductive coding, (b) development of case-specific profiles, (c) organization of codes to identify patterns in the data, and (d) identification of emergent themes. Findings/Results Three emergent themes suggested that, in most cases, students found the negative consequences of their special education placement to outweigh any benefits. The limited benefits of placement included interactions with responsive teachers and, in a few cases, more suitable instructional pacing. The negative consequences included the experience of being stigmatized by peers, making limited academic progress because of a slow-paced curriculum, and confronting barriers that kept them from returning to general education placements. Conclusions/Recommendations The study found that traumatic events in the students’ lives led to academic difficulties, which subsequently led to placement in special education. Rather than supporting the students through a difficult phase of their lives, educators used special education referral and placement as a form of victim blaming. This response had the effect of excluding the students from engagement with the general education curriculum and from interaction with friends. The dynamics of victim blaming led the researchers to judge special education referral and placement of the nine African American students as a form of institutional racism.
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Merrill, Martha C., and Caren J. Frost. "Internationalizing Social Work Education: Models, Methods, and Meanings." Frontiers: The Interdisciplinary Journal of Study Abroad 21, no. 1 (August 15, 2011): 189–210. http://dx.doi.org/10.36366/frontiers.v21i1.309.
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Education abroad program designers who wish to work with colleagues interested in internationalizing social work education need to be concerned with both general and discipline-specific issues. Social work students resemble many other adults and professional students in their need for short term programs that meet specific requirements, resulting in the frequency of faculty-led summer programs. In order to understand the options that are available for internationalizing social work education, and, in particular, internationalizing its field work placements through education abroad, one first must examine the requirements of the field in the U.S., definitions of international social work, and the rationales that have been advanced for internationalizing the field. This article presents a discussion that focuses on the models for international student learning that have been proposed and practiced.
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Sokwala, Saleem Abdul Karim, John Otieno Odhiambo, and Ahmed Parwizali Sokwala. "Perceived Barriers to Peritoneal Dialysis Among Kenyan Nephrologists: A Cross-Sectional Descriptive Study." Canadian Journal of Kidney Health and Disease 9 (January 2022): 205435812211077. http://dx.doi.org/10.1177/20543581221107756.
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Background: Peritoneal dialysis (PD) is a well-recognized technique of renal replacement therapy (RRT), with similar efficacy as well as survival outcomes as hemodialysis (HD). Despite its advantages including prolonged preservation of residual renal function, potentially lower cost and advances with automated techniques, and commercialization of more biocompatible solutions, the overall prevalence of patients treated with PD is still very low in developed countries and even more so in Africa and low-middle income countries like Kenya. According to our knowledge, no local studies have been done on prevalence of peritoneal dialysis or on potential barriers to utilization of PD as an RRT modality. Objective: To explore perceptive barriers of nephrologists to PD utilization. Methodology: A computer-base, 22-question questionnaire was formulated using the Delphi technique and sent out to all the nephrologists via emails. There were 30 nephrologists, in clinical practice in Kenya, at the time when the study was conducted. This is according to the registry maintained by the Kenya Renal Association (KRA). Their contacts were obtained from the registry. Design: A cross-sectional descriptive study Setting: A computer based 22-question questionnaire was administered to 23 nephrologists in Kenya. Results: Among the total number of 23 nephrologists, 39% reported to be looking after patients maintained on PD despite 59% of them reporting that they think patients should be maintained on PD. Only 21% of respondents felt limited training in PD limited their use of PD and only 23% felt poor personal experience contributed to limited use. Other barriers that came up with a relative majority of the respondents included lack of nursing expertise, concerns with PD catheter placement, concerns about long-term viability of continuous peritoneal dialysis, concerns about technique failure and peritonitis, lack of facility support for PD, and lack of dialysis education programs. Conclusion: A significant proportion of nephrologists in this survey felt PD, as a modality of RRT, was underutilized and reported systemic and technical factors as being potential barriers.
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Greer, Tomika W., and Joshua C. Collins. "Leveraging Research to Advance Undergraduate HRD Education: An Introduction." Advances in Developing Human Resources 19, no. 2 (March 1, 2017): 115–23. http://dx.doi.org/10.1177/1523422317695200.
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The Problem As undergraduate human resource development (HRD) programs continue to develop in the United States, faculty face challenges related to finding tools, resources, and curriculum to effectively teach the principles and practices of the field to traditional college students. Most of the existing research regarding academic programs in HRD is based on graduate programs and is, therefore, less attentive to the potential of undergraduate programs as a viable pathway to the HRD profession. Little scholarship exists to address this important, pressing, and timely issue. The Solution This issue of Advances in Developing Human Resources addresses the gap in knowledge regarding better practices for teaching and learning in undergraduate HRD programs and contains the first collection of focused examinations of HRD undergraduate students, programs, and experiences. This collection of articles gives direction for building undergraduate HRD curricula and enhancing its relevance for traditional college students, identifies relevant competencies for undergraduate HRD programs, and provides insight into alumni perspectives of the value of an undergraduate degree in HRD. The Stakeholders The primary audience is HRD faculty, scholars, and scholar-practitioners who engage with undergraduate students or hope to in the future. Secondary audiences include human resource management (HRM), management, adult educators, higher education administrators, career counselors, and other professionals who are involved with enhancing the extent to which undergraduate students and new graduates are equipped to make meaningful contributions to organizations.
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Heffner, J. E. "Involvement of cardiovascular rehabilitation programs in advance directive education." Archives of Internal Medicine 156, no. 15 (August 12, 1996): 1746–51. http://dx.doi.org/10.1001/archinte.156.15.1746.
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