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Journal articles on the topic 'High-impact practice'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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2

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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3

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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7

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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8

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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Sarreal, Adrianne D., and Lucy A. LePeau. "A Good Job: Campus Employment as a High-Impact Practice." Journal of Student Affairs Research and Practice 56, no. 3 (December 26, 2018): 340–42. http://dx.doi.org/10.1080/19496591.2018.1506795.

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12

Usher, Bethany M. "Book Review: Course Undergraduate Research: Educational Equity and High-Impact Practice." Council on Undergraduate Research Quarterly 2, no. 4 (June 1, 2019): 78–79. http://dx.doi.org/10.18833/spur/2/4/1.

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13

Eagle, Kim A. "Practice Guidelines: Will They Have an Impact in High-Tech Cardiology?" QRB - Quality Review Bulletin 18, no. 12 (December 1992): 448. http://dx.doi.org/10.1016/s0097-5990(16)30571-1.

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Gipson, John, and Donald Mitchell, Jr. "How High-Impact Practices Influence Academic Achievement for African American College Students." JCSCORE 3, no. 2 (January 2, 2019): 123–44. http://dx.doi.org/10.15763/issn.2642-2387.2017.3.2.123-144.

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Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs)and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.
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Willis, Thomas A., Suzanne Hartley, Liz Glidewell, Amanda Farrin, Michelle Collinson, Michael Holland, Paul Carder, et al. "A cluster-randomised evaluation of an adaptable implementation strategy targeting ‘high impact’ indicators in primary care." British Journal of General Practice 68, suppl 1 (June 2018): bjgp18X696917. http://dx.doi.org/10.3399/bjgp18x696917.

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BackgroundRecognised gaps between evidence and practice in primary care present particular implementation challenges when addressing multiple priorities.AimTo evaluate the effectiveness of a multifaceted, adaptable implementation package targeting four different ‘high impact’ indicators.MethodWe undertook two parallel, pragmatic cluster randomised trials using balanced incomplete block designs with parallel process evaluation. General practices in West Yorkshire, UK, were recruited using an ‘opt out’ process. The adaptable implementation package included audit and feedback, educational outreach visits and computerised support with embedded behaviour change techniques tailored to each indicator. Practices were randomised to packages targeting either type 2 diabetes control or risky prescribing of non-steroidal anti-inflammatory drugs, or packages targeting either anticoagulation in atrial fibrillation or blood pressure control in patients at high risk of cardiovascular events. Respective primary endpoints comprised: achievement of all recommended levels of haemoglobin A1c, blood pressure and cholesterol; risky prescribing levels; anticoagulation prescribing; and achievement of recommended blood pressure levels. Outcomes at 11 months used routinely collected data.Results178 out of 244 eligible practices participated. The implementation package reduced risky prescribing (odds ratio 0.82; 97.5% confidence interval 0.67 to 0.99). There was no effect on other primary endpoints.ConclusionThis highly pragmatic, robust evaluation suggests the value of targeting risky prescribing, given predictable population reductions in avoidable morbidity, deaths and hospital admissions. However, in broad terms, an adapted ‘one-size-fits-all’ approach did not consistently work, with no improvement for other targeted indicators.
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Calabrese Barton, Angela, Edna Tan, and Daniel J. Birmingham. "Rethinking High-Leverage Practices in Justice-Oriented Ways." Journal of Teacher Education 71, no. 4 (January 15, 2020): 477–94. http://dx.doi.org/10.1177/0022487119900209.

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Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice and systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into patterns-in-practice in teaching which yield insight into both what justice-oriented high-leverage practices may be, and the cross-cutting ideals which undergird them. We discuss the patterns-in-practice and their implications for teaching and learning across subject areas: HLPs that work toward equitable and consequential ends need to be understood in terms of the practice itself and its individual and collective impact on classroom life.
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Kopp, Maggie Gallup. "Internships in Special Collections: Experiential Pedagogy, Intentional Design, and High-Impact Practice." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 20, no. 1 (May 23, 2019): 12. http://dx.doi.org/10.5860/rbm.20.1.12.

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Archives and special collections can be sites of deep, experiential learning for college students, through hands-on engagement with primary sources in reading rooms or classrooms and through mentored learning experiences like practicums or internships. Internships are a well-established component of formal education and training in the library and archives field, and many special collections and archives host internships for graduate students in library science and archives certificate programs; some institutions also host undergraduate student internships. Internships are recognized as a way for future archivists and special collections librarians to gain training and experience, “to connect the skills and knowledge gained” in coursework to day-to-day professional practice, and to “[engage] in meaningful work under the mentorship of experienced … professionals.” For libraries and archives, an internship is often a useful means for allotting additional manpower to projects like processing or cataloging backlogs, for promoting collections, or for recruitment.
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Sivakanthan, Sananthan, James Pan, Louis Kim, Richard Ellenbogen, and Rajiv Saigal. "Economic Impact of COVID-19 on a High-Volume Academic Neurosurgical Practice." World Neurosurgery 143 (November 2020): e561-e566. http://dx.doi.org/10.1016/j.wneu.2020.08.028.

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Montgomery, Susan E. "Creating a HIP in the library: A high-impact practice case study." College & Undergraduate Libraries 26, no. 2 (April 3, 2019): 162–75. http://dx.doi.org/10.1080/10691316.2019.1637319.

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Hendrickson, Brian. "Studying and Supporting Writing in Student Organizations as a High-Impact Practice." Across the Disciplines 13, no. 4 (2016): 1–13. http://dx.doi.org/10.37514/atd-j.2016.13.4.20.

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21

Jacobson, Claire E. "Re-Energizing Student Success: High-Impact Practices as a Mechanism to Connect State Policy to Classroom Practice." Change: The Magazine of Higher Learning 52, no. 3 (May 3, 2020): 17–23. http://dx.doi.org/10.1080/00091383.2020.1745025.

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Kelley, Mireille E., Joeline M. Kane, Mark A. Espeland, Logan E. Miller, Alexander K. Powers, Joel D. Stitzel, and Jillian E. Urban. "Head impact exposure measured in a single youth football team during practice drills." Journal of Neurosurgery: Pediatrics 20, no. 5 (November 2017): 489–97. http://dx.doi.org/10.3171/2017.5.peds16627.

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OBJECTIVEThis study evaluated the frequency, magnitude, and location of head impacts in practice drills within a youth football team to determine how head impact exposure varies among different types of drills.METHODSOn-field head impact data were collected from athletes participating in a youth football team for a single season. Each athlete wore a helmet instrumented with a Head Impact Telemetry (HIT) System head acceleration measurement device during all preseason, regular season, and playoff practices. Video was recorded for all practices, and video analysis was performed to verify head impacts and assign each head impact to a specific drill. Eleven drills were identified: dummy/sled tackling, install, special teams, Oklahoma, one-on-one, open-field tackling, passing, position skill work, multiplayer tackle, scrimmage, and tackling drill stations. Generalized linear models were fitted to log-transformed data, and Wald tests were used to assess differences in head accelerations and impact rates.RESULTSA total of 2125 impacts were measured during 30 contact practices in 9 athletes (mean age 11.1 ± 0.6 years, mean mass 44.9 ± 4.1 kg). Open-field tackling had the highest median and 95th percentile linear accelerations (24.7g and 97.8g, respectively) and resulted in significantly higher mean head accelerations than several other drills. The multiplayer tackle drill resulted in the highest head impact frequency, with an average of 0.59 impacts per minute per athlete, but the lowest 95th percentile linear accelerations of all drills. The front of the head was the most common impact location for all drills except dummy/sled tackling.CONCLUSIONSHead impact exposure varies significantly in youth football practice drills, with several drills exposing athletes to high-magnitude and/or high-frequency head impacts. These data suggest that further study of practice drills is an important step in developing evidence-based recommendations for modifying or eliminating certain high-intensity drills to reduce head impact exposure and injury risk for all levels of play.
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Leon, Adele. "3. Low-Stakes Writing as a High-Impact Education Practice in MBA Classes." Across the Disciplines 17, no. 3 (2020): 46–68. http://dx.doi.org/10.37514/atd-j.2020.17.3.02.

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O'Sullivan, David M., and Gabriel P. Fife. "Biomechanical head impact characteristics during sparring practice sessions in high school taekwondo athletes." Journal of Neurosurgery: Pediatrics 19, no. 6 (June 2017): 662–67. http://dx.doi.org/10.3171/2017.1.peds16432.

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OBJECTIVEThe purpose of this study was to monitor head impact magnitude and characteristics, such as impact location and frequency, at high school taekwondo sparring sessions.METHODSEight male high school taekwondo athletes participated in this study. The head impact characteristics were recorded by X-Patch, a wireless accelerometer and gyroscope, during 6 taekwondo sparring sessions. The outcome measures were the peak linear acceleration (g = 9.81 msec2), peak rotational acceleration, rotational velocity, and Head Injury Criterion.RESULTSA total of 689 impacts occurred over 6 sessions involving the 8 athletes. There was an average of 24 impacts per 100 minutes, and there were significant differences in the frequency of impacts among both the sessions and individual athletes. In order of frequency, the most commonly hit locations were the side (38.2%), back (35.7%), and front (23.8%) of the head.CONCLUSIONSThe data indicate that there is a relatively high number of head impacts experienced by taekwondo athletes during sparring practice. According to the rotational acceleration predicting impact severity published in previous research, 17.1% of the impacts were deemed to be a moderate and 15.5% were deemed to be severe.
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Mitola, Rosan, Erin Rinto, and Emily Pattni. "Student Employment as a High-Impact Practice in Academic Libraries: A Systematic Review." Journal of Academic Librarianship 44, no. 3 (May 2018): 352–73. http://dx.doi.org/10.1016/j.acalib.2018.03.005.

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Quiros, JA, M. Gehrich, R. Quan, J. Marcin, F. Malloy, L. Tennyson, R. Nieves, and T. Prindiville. "Incidence and Impact of 6-Mercaptopurine “High Methylators” in Pediatric IBD Clinical Practice." Journal of Pediatric Gastroenterology and Nutrition 43, Suppl 2 (November 2006): S50. http://dx.doi.org/10.1097/01.mpg.0000256263.83857.92.

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Rinto, Erin, Rosan Mitola, and Kate Otto. "Reframing library student employment as a high-impact practice: Implications from case studies." College & Undergraduate Libraries 26, no. 4 (October 2, 2019): 260–77. http://dx.doi.org/10.1080/10691316.2019.1692747.

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Denney, Andrew S., and Natalie Goulette. "College Student Views on Criminality and Community Correctional Sanctions: A High-Impact Practice." Corrections 4, no. 1 (December 22, 2018): 58–78. http://dx.doi.org/10.1080/23774657.2018.1558425.

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Zilvinskis, John, and Amber D. Dumford. "The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation." Community College Review 46, no. 4 (June 20, 2018): 368–87. http://dx.doi.org/10.1177/0091552118781495.

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Objective: Based on the growing number of transfer students in higher education and the concern that transfer students are not as engaged as their peers, specifically in participation in high-impact practices (HIPs), this research asks, “Is there a significant direct or indirect relationship between transfer status, student engagement, and HIP participation?” Method: The current study employed a general latent variable model to explore the relationship between community college transfer student status, student engagement, and participation in HIPs. Using data from the 2014 administration of the National Survey of Student Engagement, 22,994 senior student responses were examined to measure the association between transfer status (students who transferred from a 2-year to 4-year institution compared with nontransfer students), student engagement (collaborative learning, student–faculty interaction, and supportive campus environment), and HIP participation (learning community, service-learning, research with a faculty member, internship, study abroad, and culminating senior experience). Results: Although each of the student engagement indicators significantly mediated HIP participation for transfer students, only the effect for student–faculty interaction was nontrivial. Contributions: The results from this study indicate the importance of faculty in advocating for and supporting transfer students, while presenting questions about the degree to which these students may need additional institutional support to recognize HIPs in a 4-year context. Implications for enhancing student–faculty interaction among transfer students, as a means to increase HIP participation, are discussed.
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Et.al, Shafinah Rahim. "High Impact Educational Practice through First Year Experience: Case of Undergraduates in UNIMAS." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 2296–304. http://dx.doi.org/10.17762/turcomat.v12i3.1206.

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A compulsory course known as Soft skills and Basic Volunteerism offered at Universiti Malaysia Sarawak (UNIMAS) adopted the High Impact Educational Practices (HEIPs) through First Year Experience. This course aims at imparting soft skills among all students in UNIMAS, taken in their first semester of their program. The main course learning outcomes are to develop personal and social skills, academic skills, and conduct volunteerism activities. The course learning units were designed to assist students adapting smoothly to the new university environment while improving academic and people skills. A survey to gauge students’ perception about their learning skills was conducted before the course began and another survey was conducted after the course ended. In the assessment, the students reported group activities relating to meeting faculty members and academic advisors as reflections in e-portfolio platforms. In terms of personal gain, the majority admitted to increased self- confidence to communicate in English as a result of participating in public speaking, presentations and a variety of volunteering projects. Suggestions for future include out campus activities, use of high technology digital training materials and diversification of assessment reflective of the complete soft skills course.
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Qian, Lu, and Zhao Fuqiang. "INCLUSIVE HUMAN RESOURCE PRACTICE AND INNOVATIVE BEHAVIOR: THE MODERATING EFFECT OF HOMESICKNESS AND EMOTIONAL EXHAUSTION." Journal on Innovation and Sustainability RISUS 11, no. 2 (July 20, 2020): 76–83. http://dx.doi.org/10.23925/2179-3565.2020v11i2p76-83.

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Based on the theory of resource conservation, this study considers that inclusive human resource practices have an impact on individual innovation behavior, which is moderated by homesickness. In addition, this study clarifies that emotional exhaustion can exacerbate the destructive effects of homesickness. By collecting 292 sample data, the study found that inclusive human resource practices have a positive impact on individual innovation behavior, and homesickness moderates the impact of inclusive human resource practices on innovation behavior. When the level of homesickness is high, the impact of inclusive human resource practices on innovation behavior will be weakened. Emotional exhaustion moderates the moderating effect of homesickness. When the level of emotional exhaustion is high, the weakening effect of homesickness will be stronger. Based on this, this study provides theoretical and practical reference for the study of inclusive human resource practice, and further enriches the homesickness literature.
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de Oliveira, Renan Tironi Giglio, Giovana Larissa Prado Leite Agostinho, Rubens Granja, Luiza Keiko M. Oyafuso, and Paulo Ricardo Criado. "Socioeconomic impact of high-cost drugs in Brazilian dermatology. Legal and financial aspects, and impact on clinical practice." Anais Brasileiros de Dermatologia 96, no. 2 (March 2021): 200–209. http://dx.doi.org/10.1016/j.abd.2020.08.010.

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Dunst, Carl J., Deborah W. Hamby, Robin B. Howse, Helen Wilkie, and Kimberly Annas. "Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education." Higher Education Studies 10, no. 1 (November 27, 2019): 29. http://dx.doi.org/10.5539/hes.v10n1p29.

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Findings from a meta-analysis of meta-analyses of 14 different types of preservice student and beginning teacher preparation practices are described. The research synthesis included 118 meta-analyses and 12 other research studies of preservice practices-preservice student and beginning teacher outcomes. The research reports included between 5000 and 6000 studies and an estimated 2.5 to 3 million study participants. The outcomes included two different teacher quality measures and two different preservice student and beginning teacher measures. Mean difference effect sizes, confidence intervals for the average effect sizes, and generalized patterns of results were used to identify very high impact, high impact, medium impact, low impact, and no impact preservice practices. Results showed that clinically rich field experiences (extended and limited student teaching), learning experiences that included multiple opportunities for deliberate practice, faculty and school-based coaching, clinical supervision and performance feedback, different types of experiences and opportunities to learn to teach, course-based experiential learning experiences, and cooperative learning opportunities stood out as especially important practices that were related to optimal preservice and beginning teacher outcomes. The patterns of results are consistent with a practice-based approach to teacher preparation where the focus of preservice and beginning teacher education is the learning experiences and opportunities to learn and use optimal effective teaching practices.
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Ciesielkiewicz, Monika, Clarence Chan, and Guiomar Nocito. "ePortfolio and Service-Learning: A Tale of Two Cities Connected by Two High-Impact Practices." International Journal of Emerging Technologies in Learning (iJET) 15, no. 05 (March 13, 2020): 119. http://dx.doi.org/10.3991/ijet.v15i05.12087.

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Two different post-secondary professional education programs from two different cities (New York and Madrid) took a similar approach in using ePortfolio to facilitate high-impact behaviors (HIBs) among their students while showing how the ePortfolio enhances and supports other high impact practices (HIPs). In Madrid, ePortfolio was utilized to support a Matumaini Project as it integrated the academic work carried out in the classrooms to help a community in Kenya. On the other side of the Atlantic, the ePortfolio was implemented in order to connect didactic learning from the classroom to the clinical practice in the local community. Both case studies suggested that the ePortfolio combined with other high-impact practices plays a complementary role with other High-Impact Practices (HIPs) in higher education. Our statistical analysis sheds light on the relationship between seven high-impact behaviors present when two high-impact practices, such as the ePortfolio and Service-Learning, are combined. The correlations, both combined and by city, demonstrate the importance of promoting two high-impact behaviors in particular, which are: 1) quality interaction between the students and the professors and 2) providing opportunities to relate academic learning to real world experiences. When these two high-impact behaviors were maximized, our data suggest that the use of other high-impact behaviors examined in this study expanded as well. This research also confirms the importance of providing students a way to relate their classroom learning with real-world experiences.
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Cavanaugh, Michael R., Rebecca Pfeffer, and Janice Ahmad. "Undergraduate Student Participation in an Evaluation of a Police Program: A High-Impact Practice." Journal of Criminal Justice Education 27, no. 3 (January 22, 2016): 324–39. http://dx.doi.org/10.1080/10511253.2015.1131311.

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Moran III, James D., Marilyn J. Wells, and Angela Smith-Aumen. "Making Undergraduate Research a Central Strategy in High-Impact Practice Reform: The PASSHE Journey." New Directions for Higher Education 2015, no. 169 (March 2015): 61–71. http://dx.doi.org/10.1002/he.20123.

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Acai, Anita, Arshad Ahmad, Nancy Fenton, Leah Graystone, Keegan Phillips, Ron Smith, and Denise Stockley. "The 3M National Teaching Fellowship: A High Impact Community of Practice in Higher Education." Teaching & Learning Inquiry: The ISSOTL Journal 6, no. 2 (September 25, 2018): 50–66. http://dx.doi.org/10.20343/teachlearninqu.6.2.5.

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Odom, Summer, Sarah Ho, and Lori Moore. "The Undergraduate Leadership Teaching Assistant (ULTA): A High-Impact Practice for Undergraduates Studying Leadership." Journal of Leadership Education 13, no. 2 (April 1, 2014): 152–61. http://dx.doi.org/10.12806/v13/i2/a2.

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Blewitt, Joan M., Amy Parsons, and Jordana M. Y. Shane. "Service learning as a high-impact practice: Integrating business communication skills to benefit others." Journal of Education for Business 93, no. 8 (September 14, 2018): 412–19. http://dx.doi.org/10.1080/08832323.2018.1498315.

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Goff, Jennifer, Eddie Hill, Angela Eckhoff, and Tammi Dice. "Examining the High-impact Practice of Service-learning: Written Reflections of Undergraduate Recreation Majors." SCHOLE: A Journal of Leisure Studies and Recreation Education 35, no. 1 (January 2, 2020): 1–14. http://dx.doi.org/10.1080/1937156x.2020.1720444.

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Pintova, Sofya, Ryan Leibrandt, Cardinale B. Smith, Kerin B. Adelson, Jason P. Gonsky, Natalia Egorova, Rebeca Franco, and Nina A. Bickell. "Impact of High-Quality Goals-of-Care Discussions on Oncologist Productivity." JCO Oncology Practice 16, no. 3 (March 2020): e290-e297. http://dx.doi.org/10.1200/jop.19.00381.

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PURPOSE: To study factors that have an impact on the conduct of high-quality goals of care (GoC) discussions and productivity of oncologists among four different practice settings in patients with advanced cancer. METHODS: Solid-tumor oncologists from community, academic, municipal, and rural hospitals were randomly assigned to receive a coaching model of communication skills to help them facilitate a GoC discussion with newly diagnosed patients with advanced cancer who had a less-than-2-year prognosis. Patients were surveyed after the first restaging visit regarding the quality of the GoC discussion on a scale of 0 to 10 (0, worst; 10, best) with a score of 8 or better indicating a high-quality GoC discussion. Productivity was measured by work revenue value units (wRVUs) per hour for the day each oncologist saw the study patient after imaging. RESULTS: The four sites differed significantly in the socioeconomic patient populations they served and in the characteristics of the oncologists who cared for the patients. Overall median productivity across the four sites was 3.6 wRVU/hour, with the highest observed in the community hospital (4.3 wRVU/hour) and the lowest in the rural setting (2.9 wRVU/hour; P < .001). There was no significant difference in productivity observed when high-quality GOC discussion occurred versus when it did not (3.6 v 3.7 wRVU/hour; P = .86). CONCLUSION: Despite differences in patient populations and oncologists’ characteristics between the four practice settings, the conduct of high-quality GoC discussions did not affect productivity.
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Yeon, Asmah Laili. "AN OVERVIEW OF HIGH IMPACT LAW JOURNALS IN ASIAN." UUM Journal of Legal Studies 12, Number 2 (July 5, 2021): 253–82. http://dx.doi.org/10.32890/uumjls2021.12.2.11.

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Academic research journals play a significant role in the field of academia. Its major functions in producing, disseminating and exchanging academic knowledge are important to showcase the research performance of individuals. Publication of academic papers has been considered as a criteria for appointments, hiring, promotions and tenure decisions, worldwide. The current requirement to consider publishing in high quality journals is in its indication of the quality of a person’s research output. It is measured through the quality of the academic research publications, the number of citations of specific papers and the total number of citations. Accordingly, it is important to examine the issues regarding high impact publication of Scopus law journals in Asian countries. This is to enable all new SCOPUS law journals to study and practice good governance in publishing quality articles and for the board of editors to enhance the quality of journal management. The objectives of this paper are: (i) to examine the profiles of law journals in Asian countries indexed by Scopus and Web of Science (WoS); (ii) to examine citations and impact factors of law journals in Asian countries indexed by Scopus and WoS; and (iii) to study the ranking of Scopus law journals in Asian countries. This was an exploratory research and thus qualitative research method was adopted. An oline survey and an interview(s) were conducted by the researcher to gather data. The chief editor and managing editors of the Scopus law journals were the respondents via the online survey and an interview was conducted with the expert in managing high impact publications i.e. the Director of Citation and Infometrics Division, Ministry of Education, Malaysia. Besides, secondary data was gathered from Scopus and WoS. In brief, the challenges in managing high impact journals are securing and maintaining high quality articles published by the journals. There must be periodic review of standard operating procedures by the board of editors in order to maintain an effective and efficient reviewing process, together with engaging staff with excellent proofreading skills. Additionally, the publisher must continuously upgrade the online publication system and maintain a friendly website for authors, subscribers and readers. Ethical practices and a focus on high quality and standard of article publication must be upheld by writers, editors, publishers including the indexing body.
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Schmidt, Julianne D., Alice F. Pierce, Kevin M. Guskiewicz, Johna K. Register-Mihalik, Derek N. Pamukoff, and Jason P. Mihalik. "Safe-Play Knowledge, Aggression, and Head-Impact Biomechanics in Adolescent Ice Hockey Players." Journal of Athletic Training 51, no. 5 (May 1, 2016): 366–72. http://dx.doi.org/10.4085/1062-6050-51.5.04.

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Context: Addressing safe-play knowledge and player aggression could potentially improve ice hockey sport safety. Objectives: To compare (1) safe-play knowledge and aggression between male and female adolescent ice hockey players and (2) head-impact frequency and severity between players with high and low levels of safe-play knowledge and aggression during practices and games. Design: Cohort study. Setting: On field. Patients or Other Participants: Forty-one male (n = 29) and female (n = 12) adolescent ice hockey players. Intervention(s): Players completed the Safe Play Questionnaire (0 = less knowledge, 7 = most knowledge) and Competitive Aggressiveness and Anger Scale (12 = less aggressive, 60 = most aggressive) at midseason. Aggressive penalty minutes were recorded throughout the season. The Head Impact Telemetry System was used to capture head-impact frequency and severity (linear acceleration [g], rotational acceleration [rad/s2], Head Impact Technology severity profile) at practices and games. Main Outcome Measure(s): One-way analyses of variance were used to compare safe play knowledge and aggression between sexes. Players were categorized as having high or low safe-play knowledge and aggression using a median split. A 2 × 2 mixed-model analysis of variance was used to compare head-impact frequency, and random-intercept general linear models were used to compare head-impact severity between groups (high, low) and event types (practice, game). Results: Boys (5.8 of 7 total; 95% confidence interval [CI] = 5.3, 6.3) had a trend toward better safe-play knowledge compared with girls (4.9 of 7 total; 95% CI = 3.9, 5.9; F1,36 = 3.40, P = .073). Less aggressive male players sustained significantly lower head rotational accelerations during practices (1512.8 rad/s2, 95% CI = 1397.3, 1637.6 rad/s2) versus games (1754.8 rad/s2, 95% CI = 1623.9, 1896.2 rad/s2) and versus high-aggression players during practices (1773.5 rad/s2, 95% CI = 1607.9, 1956.3 rad/s2; F1,26 = 6.04, P = .021). Conclusions: Coaches and sports medicine professionals should ensure that athletes of all levels, ages, and sexes have full knowledge of safe play and should consider aggression interventions for reducing head-impact severity among aggressive players during practice.
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Vitton, Véronique, Karine Baumstarck-Barrau, Sarah Brardjanian, Isabelle Caballe, Michel Bouvier, and Jean-Charles Grimaud. "Impact of High-Level Sport Practice on Anal Incontinence in a Healthy Young Female Population." Journal of Women's Health 20, no. 5 (May 2011): 757–63. http://dx.doi.org/10.1089/jwh.2010.2454.

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Fuller, Karla S., Claire King, Randolph Moore, Nicole Saint-Louis, and Alia R. Tyner-Mullings. "Implementation of an Evidence-Based, High-Impact Practice: An Integrated Learning Community Model in Action." Schools 13, no. 1 (March 2016): 101–26. http://dx.doi.org/10.1086/685805.

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Freeman, Tyrone McKinley, David Pierce, and Aimee N. Zoeller. "Using the IUPUI Capstone Taxonomy to Design High‐Impact‐Practice Capstone Experiences for Graduating Students." Assessment Update 32, no. 4 (July 2020): 6–13. http://dx.doi.org/10.1002/au.30220.

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Soo Hoo, S., A. Patel, H. Buist, K. Galaal, J. D. Hemming, and R. Naik. "Borderline nuclear change, high-grade dyskaryosis not excluded: current concepts and impact on clinical practice." Cytopathology 23, no. 6 (December 4, 2011): 396–401. http://dx.doi.org/10.1111/j.1365-2303.2011.00943.x.

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Stebleton, Michael J., and Kate K. Diamond. "Advocating for Career Development and Exploration as a High-Impact Practice for First-Year Students." Journal of College and Character 19, no. 2 (April 3, 2018): 160–66. http://dx.doi.org/10.1080/2194587x.2018.1445646.

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49

Cornwall, P. L., and F. Hassanyeh. "High dose antipsychotic medication: The impact of the royal college consensus statement on prescribing practice." European Psychiatry 11 (January 1996): 407s. http://dx.doi.org/10.1016/0924-9338(96)89330-8.

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50

Rosén, Måns, and Sophie Werkö. "DOES HEALTH TECHNOLOGY ASSESSMENT AFFECT POLICY-MAKING AND CLINICAL PRACTICE IN SWEDEN?" International Journal of Technology Assessment in Health Care 30, no. 3 (July 2014): 265–72. http://dx.doi.org/10.1017/s0266462314000270.

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Objectives: The aim of this study was to analyze whether health technology assessment (HTA) reports published by SBU have influenced decisions, guidelines, clinical practice, or research priorities in Sweden.Methods: All twenty-six SBU reports between 2006 and 2010 were analyzed. For each project, we searched publications and documentation that reflected impact on decisions, guidelines, research or clinical practice. Written documentation, before–after surveys or register-based time series data were used when available. Based on a conceptual model and on the available evidence, we determined whether HTA reports had a high, moderate, or low impact.Results: HTA reports influenced comprehensive decisions to a high or moderate degree. In the case of fortifying flour with folic acid to a high degree. In ten cases, HTA reports were the primary source of clinical guidelines developed by the National Board of Health and Welfare (NBHW) or professional associations. In the cases of dyspepsia and gastro-esophageal reflux, as well as mild head injury, the HTA reports had a high impact on clinical practice. It was also obvious from this review that research had been initiated as a result of the knowledge gaps identified by HTA reports. In three cases, we had no adequate documentation, suggesting that the impact of the HTA report had been low.Conclusions: Many interrelated forces change practice, but the cases presented here indicate that HTA reports have had a high impact on clinical guidelines, as well as a moderate or high impact on comprehensive decisions, the initiation of research and changes in clinical practice.
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