Relevant bibliographies by topics / High-impact practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High-impact practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "High-impact practice"

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Jones, Roger. "High Impact." British Journal of General Practice 69, no. 686 (August 29, 2019): 419. http://dx.doi.org/10.3399/bjgp19x705113.

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Goulette, Natalie, and Andrew S. Denney. "Probation Simulation: A High-Impact Practice." Journal of Criminal Justice Education 29, no. 3 (November 2, 2017): 370–98. http://dx.doi.org/10.1080/10511253.2017.1397181.

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Campolettano, Eamon T., Ryan A. Gellner, and Steven Rowson. "High-magnitude head impact exposure in youth football." Journal of Neurosurgery: Pediatrics 20, no. 6 (December 2017): 604–12. http://dx.doi.org/10.3171/2017.5.peds17185.

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OBJECTIVEEven in the absence of a clinically diagnosed concussion, research suggests that neurocognitive changes may develop in football players as a result of frequent head impacts that occur during football games and practices. The objectives of this study were to determine the specific situations in which high-magnitude impacts (accelerations exceeding 40g) occur in youth football games and practices and to assess how representative practice activities are of games with regard to high-magnitude head impact exposure.METHODSA total of 45 players (mean age 10.7 ± 1.1 years) on 2 youth teams (Juniors [mean age 9.9 ± 0.6 years; mean body mass 38.9 ± 9.9 kg] and Seniors [mean age 11.9 ± 0.6 years; mean body mass 51.4 ± 11.8 kg]) wore helmets instrumented with accelerometer arrays to record head impact accelerations for all practices and games. Video recordings from practices and games were used to verify all high-magnitude head impacts, identify specific impact characteristics, and determine the amount of time spent in each activity.RESULTSA total of 7590 impacts were recorded, of which 571 resulted in high-magnitude head impact accelerations exceeding 40g (8%). Impacts were characterized based on the position played by the team member who received the impact, the part of the field where the impact occurred, whether the impact occurred during a game or practice play, and the cause of the impact. High-magnitude impacts occurred most frequently in the open field in both games (59.4%) and practices (67.5%). “Back” position players experienced a greater proportion of high-magnitude head impacts than players at other positions. The 2 teams in this study structured their practice sessions similarly with respect to time spent in each drill, but impact rates differed for each drill between the teams.CONCLUSIONSHigh-magnitude head impact exposure in games and practice drills was quantified and used as the basis for comparison of exposure in the 2 settings. In this cohort, game impact rates exceeded those for practice. Back players, who were often positioned in the open field, were shown to experience elevated levels of head impact exposure relative to players at other positions. The analysis also suggests that practice intensity, which may be influenced by coaching style, may also affect high-magnitude head impact exposure. Future studies should investigate this aspect as a factor affecting head impact exposure.
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Anderson, Karen L., Margaret Boyd, Katherine Ariemma Marin, and Kathleen McNamara. "Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice." Journal of Experiential Education 42, no. 3 (March 21, 2019): 229–48. http://dx.doi.org/10.1177/1053825919837735.

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Background: Service-learning has historically been seen as a high-impact practice that empowers undergraduates to develop essential learning outcomes. Most service-learning discussed within the literature occurs as a required element of a credit-bearing academic course. Purpose: This study explored what happens when service-learning is reimagined to be disconnected from a specific course and credit hours, and available via application to all undergraduates regardless of the liberal arts/science major or year in the college. Methodology/Approach: HyperRESEARCH was used to identify themes and categories from 45 sets of weekly reflections submitted by 36 participants engaged in reimagined service-learning projects across five semesters. Findings/Conclusions: Key findings reveal that not only do undergraduates develop essential learning outcomes as delineated in the existing literature, but in many cases, their understandings, and abilities to execute these skills, are deepened when service-learning is reimagined. Findings also reveal that undergraduates may experience service-learning differently depending upon year in college. Implications: Results from this study suggest that practitioners should investigate ways to reimagine service-learning, with specific emphasis placed on the differential ways college students at various stages in their undergraduate career experience, and learn from, service-learning.
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Lanning, Shari, and Mark Brown. "Undergraduate Research as a High Impact Practice in Higher Education." Education Sciences 9, no. 3 (June 26, 2019): 160. http://dx.doi.org/10.3390/educsci9030160.

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Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.
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Christaldi, J., D. DellaValle, E. House, and J. Bodzio. "Student Benefits Following an International High-Impact Practice Experience." Journal of the Academy of Nutrition and Dietetics 120, no. 9 (September 2020): A54. http://dx.doi.org/10.1016/j.jand.2020.06.161.

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Miller, Angie L., Samantha M. Silberstein, and Allison BrckaLorenz. "Honors College Faculty Support for High-Impact Practice Participation." Journal for the Education of the Gifted 44, no. 3 (June 21, 2021): 260–85. http://dx.doi.org/10.1177/01623532211023599.

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Much of the existing research on honors colleges or programs is focused on the student experience, with less information offered concerning the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing support for high-impact practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two experimental items about teaching honors courses. A series of ordinary least squares and binary logistic regression analyses suggest that faculty who teach honors courses are more likely to supervise undergraduates on research and internships and to think that it is important for students to participate in learning communities, study abroad, and research with faculty. These findings are interpreted within the context of previous research and current theory, bridging knowledge from the fields of higher education and gifted education.
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Campolettano, Eamon T., Steven Rowson, and Stefan M. Duma. "Drill-specific head impact exposure in youth football practice." Journal of Neurosurgery: Pediatrics 18, no. 5 (November 2016): 536–41. http://dx.doi.org/10.3171/2016.5.peds1696.

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OBJECTIVE Although 70% of football players in the United States are youth players (6–14 years old), most research on head impacts in football has focused on high school, collegiate, or professional populations. The objective of this study was to identify the specific activities associated with high-magnitude (acceleration > 40g) head impacts in youth football practices. METHODS A total of 34 players (mean age 9.9 ± 0.6 years) on 2 youth teams were equipped with helmet-mounted accelerometer arrays that recorded head accelerations associated with impacts in practices and games. Videos of practices and games were used to verify all head impacts and identify specific drills associated with each head impact. RESULTS A total of 6813 impacts were recorded, of which 408 had accelerations exceeding 40g (6.0%). For each type of practice drill, impact rates were computed that accounted for the length of time that teams spent on each drill. The tackling drill King of the Circle had the highest impact rate (95% CI 25.6–68.3 impacts/hr). Impact rates for tackling drills (those conducted without a blocker [95% CI 14.7–21.9 impacts/hr] and those with a blocker [95% CI 10.5–23.1 impacts/hr]) did not differ from game impact rates (95% CI 14.2–21.6 impacts/hr). Tackling drills were observed to have a greater proportion (between 40% and 50%) of impacts exceeding 60g than games (25%). The teams in this study participated in tackling or blocking drills for only 22% of their overall practice times, but these drills were responsible for 86% of all practice impacts exceeding 40g. CONCLUSIONS In youth football, high-magnitude impacts occur more often in practices than games, and some practice drills are associated with higher impact rates and accelerations than others. To mitigate high-magnitude head impact exposure in youth football, practices should be modified to decrease the time spent in drills with high impact rates, potentially eliminating a drill such as King of the Circle altogether.
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Ptak, Karine S. "High-Impact Solutions for Struggling Mathematics Students." Mathematics Teacher 112, no. 5 (March 2019): 346–51. http://dx.doi.org/10.5951/mathteacher.112.5.0346.

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Morgenstern, Erin. "A Good Job: Campus Employment as a High-Impact Practice." College Student Affairs Journal 38, no. 2 (2020): 215–17. http://dx.doi.org/10.1353/csj.2020.0015.

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Dissertations / Theses on the topic "High-impact practice"

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Keller, Kerri Day. "Examining internships as a high-impact educational practice." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13712.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Christy Craft
Colleges and universities across the United States seek new, creative, and impactful ways to enhance student engagement. The study of student engagement has led to the identification of several “high-impact” educational practices that appear to generate higher levels of student performance, learning, and development than the traditional classroom experience (Brownell & Swaner, 2010). Internships – when done well – are among the recommended high-impact educational practices (Kuh, 2008). This qualitative study investigated internships to address the following research questions: What is the essence of internships that are done well? What are the student learning outcomes of internships that are done well? Utilizing interviews and a phenomenological approach, this study reconstructed internship experiences of 19 undergraduate students. For the triangulation of data collection, 5 faculty members and 5 employer representatives were also interviewed about their observations regarding student internships. After open coding and analyzing interview transcripts, four essence themes and four outcome themes emerged from the data. According to study participants, internships that are done well require commitment, connect the classroom to career, facilitate good communication, and provide a sense of community. In regards to resulting outcomes, internships that are done well develop the competencies of students, produce career-related crystallization, build self-confidence, and generate capital. The results suggest that when internships are done well, they can embody Kuh’s (2008) six elements of high impact practices as they are effortful, include feedback, apply learning, prompt reflection, build relationships, and engage across differences. The findings of this study have the potential to assist the campus community – faculty, advisors, and career development professionals – as they help students fulfill their learning and career development goals (O’Neill, 2010). First, this study’s findings essentially point to the need for students to demonstrate initiative and fundamental skills during internships. Second, employers must continue to be informed about what constitutes a meaningful internship experience for students. Third, universities should “scale up” high-impact educational practices like internships (Brownell & Swaner, 2010) by creating a developmental approach for program implementation. Furthermore, everyone in the campus community must work together to effectively facilitate internships and other high-impact educational practices.
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Nu?ez, Elizabeth M. "Getting H.I.P. with First-Generation College Students| Decolonizing the High Impact Practice Movement." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603574.

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Undergraduate research is often regarded as the most powerful high impact practice because it encompasses several high impact practice strategies (e.g. faculty-student mentorship, collaborative learning, common intellectual experiences) within one experience. First-generation college Students of Color are often excluded from undergraduate research experiences due to inherently exclusionary practices and deficit perspectives regarding ability and interest. In an effort to combat the current master narrative, this single case study dissertation study explored the experience of first-generation college Students of Color participating in undergraduate research and the ways in which their undergraduate research experience might be racially and culturally validating for them as Students of Color.

Culturally Responsive Education was the conceptual framework utilized which asserted the racialized and cultural experiences of this study’s participants as the compass which guided the research process (e.g. research questions, instrument development, data collection and analysis). This study found that providing a culturally validating undergraduate research experience for first-generation college Students of Color is possible if educational leaders are willing to provide and see the value in such an experience. Additionally, when first-generation college Students of Color are provided a culturally validating undergraduate research experience they can have a transformative experience with both short- and long-term benefits. Most importantly, the findings of this study begin to decolonize the high impact practice movement within higher education by challenging educational leaders and scholars to remove their deficit minded perceptions and approaches when supporting and working with first-generation college Students of Color.

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Íçmez, Simla. "The impact of a critical reading course in the Turkish High School context." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/4071/.

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Recent research, which argues that discourses shape and are shaped by social reality, has contributed to the development of Critical Literacies and Critical Language Awareness in education. Critical Language Awareness researchers argue that, unless challenged, discourses reproduce dominant ideologies based on the understanding that discourse is a social process and that it is inherently ideological. Therefore, the social aspect of language should not be ignored in literacy education. However, in the context of this study, i. e. Turkey, the current approach to literacy, and in particular to reading, is a traditional one, which does not take the social aspect of language into account. Sharing the principles of Critical Language Awareness, this study seeks to find out the impact of a critical reading course in the Turkish Anatolian High School context. The first chapter opens by exploring the theoretical foundations of Critical pedagogy, later on moving to the principles and practices of Critical Literacies and Critical Language Awareness. In this chapter, student motivation and resistance as a recurring theme in Critical Language Awareness practices is also explored together with theories on motivation. Chapter 2 reviews studies of Critical Discourse Analysis, where Critical Language Awareness has its roots, together with the use of Systemic Functional Grammar as a tool for textual analysis in Critical Language Awareness. In this chapter, I also briefly consider the Sapir-Whorf hypothesis and Turkish language as a case of linguistic relativism and linguistic determinism. In Chapter 3,1 discuss the overall action research approach and particular research instruments (questionnaires, interviews and repeated reading activity) adopted in this study, and this is followed by an account of the critical reading course, given in Chapter 4. Findings of the research are presented in Chapters 5 and 6. In Chapter 5, the findings are presented in relation to the impact of the course on students' approach to written texts. 'Students involved in this study reported and showed in repeated reading activity an increase in recognition of reading as a social process and of the effect of lexicogrammatical structures in texts. In Chapter 61 present findings in relation to the impact of the course on students' motivation. There was some resistance to the course due to the current exam system, but the students who participated in this study reported increased motivation for reading lessons. in Chapter 7,1 present an overall discussion and implications of these findings. Finally, in the Conclusion, which includes limitations to the study and implications for further research.
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Erdmann, Angela. "Finding Faith in the Academy: Religious Exploration as a High-Impact Practice for Quarterlife Students." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1059.

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This thesis argues for the inclusion of religious exploration among the commonly accepted list of high impact practices at institutions of higher education. In the last decade, colleges and universities have turned to high impact practices to bolster positive student outcomes in retention, graduation, campus involvement, and deep learning. In its basic forms, religion and spirituality have always been one way that humans have made sense of our most elemental questions: Who am I? What is the purpose of my life? At a time when faith and religion have become wedded to increasingly narrow ideological and political positions, student affairs professionals and educators are in a unique position to reclaim the meaning-making power of religious stories and help students examine their fundamental assumptions about their identities and purpose. To this end, I examine high impact practices as transformational experiences, and discuss how both general religious literacy and individual religious practice transform a student’s college experience and their life beyond. Using scholarly personal narrative, I recount my own quarterlife religious exploration and contrast that experience with what we know about how college students approach faith and religion today. Finally, I make specific recommendations about how to incorporate religious and spiritual learning in our curriculum and open a campus dialogue about faith and its role in the meaning-making endeavors of our quarterlife students.
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Printy, Susan M. "Communities of practice : participation patterns and professional impact for high school mathematics and science teachers." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300291761.

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Bunting, Bryce D. "Being Transformed by Being a Peer Mentor: An Examination of High-Impact and Transformative Peer Mentor Experience." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5628.

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This multi-article dissertation explores the potential for the undergraduate peer mentoring experience to contribute to transformative learning for those who serve in peer mentoring or peer leadership roles. While past research has established that peer mentors experience a variety of positive outcomes associated with their leadership experience, there are gaps in the literature with regard to how the peer mentor experience can be intentionally designed as a high-impact practice for student leaders. Through three qualitative studies, as well as a comprehensive literature review, this dissertation addresses this gap by exploring what peer mentors report learning through their mentoring experiences (Article #1), the types of experiences that contribute to transformative learning (Articles #2 and #3), and how transformative learning can be facilitated through a particular designed training intervention (Article #4). Based on the findings of these four studies, an emerging framework is proposed to describe the characteristics of high-impact and transformative PM learning environments. This framework suggests that transformative PM learning is most likely when (a) the learning of PMs themselves is an explicit objective of the program or initiative, (b) PMs are engaged in purposeful routines and structured practices that facilitate learning, (c) PMs are exposed to unfamiliar and challenging situations in their mentoring practice, (d) theoretical and conceptual understandings (e.g., selected readings) are integrated into PM development; (e) PMs are provided with frequent and structured opportunities for reflection on their experiences, and (f) PMs are part of a supportive mentoring community. Recommendations for the design of high-quality PM learning environments are made based on the elements of this framework. Additionally, directions for future research on peer mentoring as a high-impact practice are made.
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Liddle, Keir. "The impact of leadership on the delivery of high quality patient centred care in allied health professional practice." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28081.

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The Healthcare Quality Strategy for NHS Scotland, relates its overall vision of healthcare quality to six dimensions of care as: Safe, Efficient, Effective, Equitable, Timely and Patient Centred. Patient Centred Care also underpins many subsequent policies such as the management of Long Term Conditions (Scottish Government, 2008) and the Chief Medical Officers Realistic Medicine report (Barlow, et al., 2015) Leadership styles and associated policies and procedures are often assumed to inhibit or encourage the delivery of quality Patient Centred Care and the NHS invests millions of pounds per year in Leadership training. At a clinical team and management level there are behaviours and initiatives that can arguably have positive and negative impacts on the ability of individual practitioners to provide quality Patient Centred Care. However there have been no attempts to empirically test the association between (good) Leadership and quality Patient Centred Care. Without any evidence of such a relationship, NHS investment of substantial resources may be misguided. Additionally, much of the focus of research in both Leadership and Patient Centred Care has focused on medical practitioners and nurses. There is little research that focuses on the impact of allied health professionals' (a term describing 12 differing health care professional groups representing over 130,000 clinicians throughout the United Kingdom) practice on the quality of person centred care and how this is affected by Leadership structures and styles. This study aimed to explore whether there is a direct or indirect link between (transformational) Leadership and achieving the delivery of high quality Patient Centred Care (PCC) in allied health professional (AHP) practice. Aim The aim of this thesis was to explore whether it was possible to empirically demonstrate a relationship between Leadership (good or bad) and Patient Centred Care, and to do this in relation to Allied Health Professional practice. Research questions I. Is there a relationship between Transformational Leadership and Patient Centred Care in AHP practice? II. How do AHP’s conceptualise Leadership and its impact on their ability to deliver PCC? III. Do local contexts influence the ability of leaders to support Patient Centred Care? Study one Study one was designed to answer research question one: exploring the relationship between transformational Leadership and Patient Centred Care using survey design. Two groups of Allied Health Professionals were selected to take part in the study: Podiatrists and Dieticians. Clinical team leaders from across 12 Podiatry teams and 12 Dietetic teams completed a survey composed of measures of transformational Leadership and self-monitoring. Clinicians from these teams were also be asked to complete questionnaires on their perception of their clinical leaders’ transformational Leadership skills. This allowed comparison of self-assessed Leadership and team assessed Leadership. Clinicians were also asked to collect patient experience measures from 30 of their patients. Study Two Study Two was designed to answer research questions 2 and 3: how do AHPs conceptualise Leadership and how do they view the link between Leadership and their ability to deliver Patient Centred Care; and how might local context impact on professional Leadership and therefore its potential to enable or inhibit Patient Centred Care. In depth interviews were conducted with clinicians and clinical team leaders to explore the barriers and facilitators to effective Leadership, teamwork and the provision of quality care. Interviews were conducted with 21 Podiatrists and 12 Dieticians and analysed using a framework analysis approach. Results I. Is there a relationship between Patient Centred Care and transformational Leadership in AHP practice? The theory that there is a link between transformational Leadership and Patient Centred Care was confirmed. A significant relationship was discovered for the dietetics group linking Transformational Leadership with patient centred quality of care measures. There was also a relationship in the podiatry group that was suggestive of a relationship. II. How do AHP’s conceptualise Leadership and its impact on their ability to deliver PCC? AHP’s in both groups had broadly similar conceptualisations of Leadership and both groups played down the role of Leadership in the delivery of Patient Centred Care. A far more salient factor in achieving the delivery of high quality Patient Centred Care for the AHP’s interviewed was professional autonomy. III. Do local contexts influence the ability of leaders to support Patient Centred Care? A number of contextual issues related to both Patient Centred Care and Leadership were identified from the qualitative analysis. These were centred on systemic factors, relating to management and bureaucracy, and individual factors, such as relationships within teams. In Podiatry a major shift in the context of care was ongoing during the study, namely a greater emphasis on encouraging patients to self-care. This affected the relationships between patients and Podiatrists, and Podiatrists and managers, in a way that Podiatrists felt it negatively impacted on their ability to provide quality Patient Centred Care. Conclusion A weak relationship was observed between Transformational Leadership styles and the delivery of Patient Centred Care in two Allied Health Professional groups. Professional autonomy was identified as being more likely to facilitate delivery of person centred care. Organisational issues and intervening policy directives can impact on the delivery of Patient Centred Care, regardless of Leadership. Recommendations Further work exploring the link between Leadership and Patient Centred Care is required. The concept of professional autonomy should be fostered within Leadership programs to enhance delivery of Patient Centred Care. The impact of individual policies, such as moves towards more self-care, on quality criteria need to be more fully considered. Whilst such policies may make care more efficient, there may be negative consequences for other quality care criteria, such as Patient Centred Care.
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Lawson, Allan Brett. "Environmental impact assessment in the routing of high voltage overhead transmission lines : theory and practice in South Africa." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/16103.

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This study resulted from a perception held by the author that more attention is afforded to complying with the procedural elements of Environmental Impact Assessment (EIA) in South Africa, than to ensuring the validity of its technical content. The routing of high voltage overhead transmission lines provides a relevant field of study in which to address this perception. An initial literature review to contextualise the perceived problem showed that the questionable validity of the technical content of EIA was one of six shortcomings identified. To address the problem, an inductive approach was adopted to focus on the interpretation and prediction activities of EIA and two propositions, stated as research questions for discussion, were developed. These referred to the theoretical question of whether methods are specified for high voltage overhead transmission line EIAs, and to the practical question of whether the environmental impacts that are known to result from transmission line projects are effectively addressed in such EIAs in South Africa. Investigating these questions provides insights into whether the technical content of transmission line EIA is sufficiently rigorous in South Africa. The method of study takes the form of a sequentially more focused examination of the literature on EIA, from the strategic level, to the sectoral level and culminating at the project level. EIA methods specified for linear developments were identified at the sectoral level, while at the project level the known environmental impacts that result from high voltage overhead transmission lines were determined. A theoretical background was compiled in this way, which allowed for comparison with the practice as determined from benchmark and case study Environmental Impact Reports (EIRs).
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Salazar, Amanda. "“THE SKILLS YOU’RE DEVELOPING, THEY DON’T GO AWAY”: AN INTRINSIC CASE STUDY EXPLORING ON-CAMPUS STUDENT EMPLOYMENT AS A HIGH IMPACT PRACTICE." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/892.

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Many low-income, first-generation college students have no other choice but to work to help offset the costs associated with earning a college degree (Savoca, 2016). Meanwhile, colleges and universities have the opportunity to leverage on-campus employment as a high-impact practice (McClellan, Creager, & Savoca, 2018). High-impact practices (HIPs) are known to increase retention, persistence, and completion (Kuh, 2008). If structured with intentionality and purpose, on-campus jobs can offer low-income, first-generation college students the opportunity to participate in a HIP, while simultaneously earning an income (McClellan et al., 2018). The purpose of this intrinsic case study was to explore on-campus employment as a High Impact Practice (HIP) at Intentional Validation University (IVU). IVU is four-year university that serves a disproportionate number of students who are low-income and first-generation. In addition, IVU had an explicit organizational commitment to incorporating HIPs to achieve higher levels of student performance, learning, and development. Data sources included 26 in-depth semi-structured interviews, observations, and document analysis. In addition to cultural and structural issues related to communication, the findings revealed that there were two contrasting student employment sub-cultures. There was the validating sub-culture that serves as an example from which the larger campus can learn. The opposing sub-culture was one that was invalidating to student employees. The student employee experiences with on-campus employment varied based on their working environment, which was most often influenced by their supervisor. The intentional supervisor created a validating office-environment that elevated the student employment experience to a HIP. Additional benefits of a validating subculture included further engagement with institution and access to and activation of social capital. Based on these findings, recommendations for policy, practice, and future research are advanced.
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Alhaj, Ali Abeer A. Ph D. "The Impact of High Fidelity Simulation Debriefing Modalities on Cardiac Emergency Knowledge & Leadership Skills among Acute Care Nurse Practitioner Students." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522164911599868.

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Books on the topic "High-impact practice"

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Hayford, Michelle, and Susan Kattwinkel, eds. Performing Arts as High-Impact Practice. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2.

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1968-, Grant Heather McLeod, ed. Forces for good: The six practices of high-impact nonprofits. Hoboken, NJ: Jossey-Bass, 2012.

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Crutchfield, Leslie R. Forces for good: The six practices of high-impact nonprofits. Hoboken, NJ: Jossey-Bass, 2012.

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Crutchfield, Leslie R. Forces for good: The six practices of high-impact nonprofits. San Francisco: Jossey-Bass, 2008.

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Organization development in health care: High impact practices for a complex and changing environment. Charlotte, NC: Information Age Pub., 2011.

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DeLapa, Judith A. High-impact business strategies: Everything you need to sharpen your competitive edge, increase sales, strengthen your management practices, help prevent employee litigation, is right here--. Grand Rapids, Mich: High-Impact Marketing Services, 1993.

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Jack, Ryan. The law and best practices of successful police operations: Twelve (12) high risk critical tasks that impact law enforcement operations and create exposure to liability litigation. Indianapolis, Ind: Public Agency Training Council, 2007.

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Jack, Ryan. The law and best practices of successful police operations: Twelve (12) high risk critical tasks that impact law enforcement operations and create exposure to liability litigation. Indianapolis, Ind: Public Agency Training Council, 2007.

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Kattwinkel, Susan, and Michelle Hayford. Performing Arts as High-Impact Practice. Palgrave Macmillan, 2019.

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Performing Arts as High-Impact Practice. Palgrave Macmillan, 2018.

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Book chapters on the topic "High-impact practice"

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Hayford, Michelle, and Susan Kattwinkel. "Introduction: Why Frame the Performing Arts as High-Impact Practice?" In Performing Arts as High-Impact Practice, 1–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_1.

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Hayford, Michelle, and Susan Kattwinkel. "Internships." In Performing Arts as High-Impact Practice, 251–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_10.

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Hayford, Michelle, and Susan Kattwinkel. "Capstone Courses and Projects." In Performing Arts as High-Impact Practice, 273–301. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_11.

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Hayford, Michelle, and Susan Kattwinkel. "First-Year Seminars and Experiences." In Performing Arts as High-Impact Practice, 21–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_2.

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Hayford, Michelle, and Susan Kattwinkel. "Common Intellectual Experiences." In Performing Arts as High-Impact Practice, 45–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_3.

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Hayford, Michelle, and Susan Kattwinkel. "Learning Communities." In Performing Arts as High-Impact Practice, 63–99. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_4.

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Hayford, Michelle, and Susan Kattwinkel. "Writing-Intensive Courses." In Performing Arts as High-Impact Practice, 101–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_5.

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Hayford, Michelle, and Susan Kattwinkel. "Collaborative Assignments and Projects." In Performing Arts as High-Impact Practice, 121–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_6.

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Hayford, Michelle, and Susan Kattwinkel. "Undergraduate Research." In Performing Arts as High-Impact Practice, 147–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_7.

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Hayford, Michelle, and Susan Kattwinkel. "Diversity and Global Learning." In Performing Arts as High-Impact Practice, 181–216. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_8.

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Conference papers on the topic "High-impact practice"

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Karim, Md Rejaul, Akinori Ihara, Xin Yang, Hajimu Iida, and Kenichi Matsumoto. "Understanding Key Features of High-Impact Bug Reports." In 2017 8th International Workshop on Empirical Software Engineering in Practice (IWESEP). IEEE, 2017. http://dx.doi.org/10.1109/iwesep.2017.17.

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Shutenko, Andrej Ivanovich. "Impact of information technology on the efficiency of the educational process in high school." In VIII International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113462.

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Tawde, Mangala. "IMPLEMENTING RESEARCH IN THE CLASSROOM IN BIOLOGY COURSES AS A HIGH IMPACT PRACTICE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1687.

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Thaichon, Paramaporn, Antonio Lobo, and Ann Mitsis. "EVALUATING SPECIFIC SERVICE QUALITY DIMENSIONS WHICH IMPACT ON CUSTOMERS’ BEHAVIOURAL LOYALTY IN HIGH-TECH INTERNET SERVICES." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.11.03.01.

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Klocke, F., B. Döbbeler, and T. Lakner. "Impact of high-pressure coolant supply on chip formation in milling." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF GLOBAL NETWORK FOR INNOVATIVE TECHNOLOGY AND AWAM INTERNATIONAL CONFERENCE IN CIVIL ENGINEERING (IGNITE-AICCE’17): Sustainable Technology And Practice For Infrastructure and Community Resilience. Author(s), 2017. http://dx.doi.org/10.1063/1.5008110.

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Lantos, Lajos, Zsolt Somogyvari, Andras Szell, Ferenc Kohalmi, and Gusztav Belteki. "Monitoring Respiratory Support with A High Frequency Data Logger During Neonatal Transport And Its Impact On Clinical Practice." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.1026.

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Woodruff, Jenny, Marie-Pier Lirette, Cecilia Korb, Sami Collins, Mary Lane, and Margarita Burmester. "O29 Impact of a high-fidelity simulation course focusing on leadership skills – the clinical emergency leadership (CEL) course." In Abstracts of the Association of Simulated Practice in Healthcare, 10th Annual Conference, Belfast, UK, 4–6 November 2019. The Association for Simulated Practice in Healthcare, 2019. http://dx.doi.org/10.1136/bmjstel-2019-aspihconf.27.

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Shah, Rushang B., and Navid Goudarzi. "High Performance Buildings: The Impact of Building Orientation on HVAC System Loads." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71914.

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Energy demand growth and depletion of conventional energy resources in recent years have led to exploring alternative energy resources and further concentration on improving energy efficiency of segments with higher energy consumption. Building energy demand is among the main areas of concern with a 40% average of total energy consumption in the US energy market. Within building energy demand approximately, the Heating, Ventilation and Air Conditioning (HVAC) system, lighting system, has the largest energy consumption share compared to other systems such as electronics systems, water-heating-cooking, and other systems. This implies that small improvements in HVAC system loads will result in significant energy savings. Novel cost-effective solutions should be developed to integrate and optimize all the essential high-performance building attributes, especially energy efficiency and occupant productivity. Employing comprehensive building energy analysis (BEA) simulation tools are among the cheapest, yet are the cost-effective approaches in improving building energy performance. This paper follows the energy saving practice using existing BEA simulation tools with a focus on two major aspects that can contribute to building thermal loads: building orientation and integrating renewable energy. The results show the significant impact of building orientation for developing energy efficiency solutions with focus on integrating renewable energy technologies within high performance buildings. This work provides a basis for the follow on phases of this research to develop smart energy saving solutions using current BEA simulation platforms. Such adds-on features enable users to improve building energy saving by determining building design features and integrating renewable energy solutions based on identified optimal building orientations.
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Singer, Janice, Timothy Lethbridge, Norman Vinson, and Nicolas Anquetil. "An examination of software engineering work practices." In CASCON First Decade High Impact Papers. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1925805.1925815.

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Ladwig, Tammy. "STUDY ABROAD PROGRAMS: NON-TRADITIONAL PROGRAMMATIC DESIGN INFUSING CIVIC ENGAGEMENT AS A HIGH IMPACT PRACTICE IN A CLASS ON PLURALISM; A RIPPLE EFFECT." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2123.

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Reports on the topic "High-impact practice"

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Smith, Kathleen R. Developing High Impact Practices (HIPs) in University Internship Courses. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8824.

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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.

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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.
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Bebic, J. Power System Planning: Emerging Practices Suitable for Evaluating the Impact of High-Penetration Photovoltaics. Office of Scientific and Technical Information (OSTI), February 2008. http://dx.doi.org/10.2172/924647.

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Mager, Franziska, and Silvia Galandini. Research Ethics: A practical guide. Oxfam GB, November 2020. http://dx.doi.org/10.21201/2020.6416.

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Any research must follow ethical principles, particularly when it involves people as participants and is likely to impact them. This is standard practice in academic research and a legal requirement in medical trials, but also applies to research carried out by Oxfam. Oxfam’s work focuses on vulnerable populations, and takes place under difficult circumstances. When research takes place in such vulnerable and fragile contexts, high ethical standards need to be met and tailored to the specific characteristics of each situation. Oxfam welcomes the adaptation of this guideline by other NGOs, community organizations and researchers working in fragile contexts and with vulnerable communities. The guideline should be read together with other relevant Oxfam and Oxfam GB policies and protocols, including the guidelines on Writing Terms of Reference for Research, Integrating Gender in Research Planning and Doing Research with Enumerators. A flowchart summarizing the guideline is also available to download on this page.
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Warren, Charlotte. High Impact Practices—Detecting and managing hypertension in the extended postnatal period: Preventing postnatal pre-eclampsia and eclampsia. Population Council, 2020. http://dx.doi.org/10.31899/rh14.1036.

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Kirk, Karen. High Impact Practices—Task sharing for hypertensive disorders in pregnancy: Improving early detection and management of hypertensive disorders in pregnancy. Population Council, 2020. http://dx.doi.org/10.31899/rh14.1034.

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McClair, Tracy. High Impact Practices—Encouraging empowerment and self-care through participatory women’s groups and group antenatal care: Supporting women to be at the center of their own care as active participants. Population Council, 2020. http://dx.doi.org/10.31899/rh14.1035.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Swanston, Christopher W., Leslie A. Brandt, Patricia R. Butler-Leopold, Kimberly R. Hall, Maria K. Janowiak, Stephen D. Handler, Kyle Merriam, et al. Adaptation Strategies and Approaches for California Forest Ecosystems. U.S. Department of Agriculture, January 2020. http://dx.doi.org/10.32747/2020.7204070.ch.

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Forest health has never been a more urgent concern in California. A variety of forest ecosystem types have experienced extraordinary combinations of stressors and disturbances over the past century, which have resulted in significant changes to forest conditions. Current conditions are a product of multiple interacting factors, including fire exclusion, historic logging practices, increased wildland-urban-interface expansion and, more recently, the effects associated with climate change. The intersection of the factors has led to high severity fire, drought linked mortality, and pest infestation and disease in the affected forests. It’s increasingly clear that the expected effects of climate change will further impact California forest ecosystems, potentially compelling and, in some cases, forcing the application of targeted adaptation strategies and approaches in the years and decades to come.
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