Journal articles: 'Training Integration'

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Saunderson, Paul R., and W. Felton Ross. "Training for integration." Leprosy Review 73, no. 2 (June 1, 2002): 130–37. http://dx.doi.org/10.47276/lr.73.2.130.

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Madell, Jane R. "Auditory Integration Training." Language, Speech, and Hearing Services in Schools 30, no. 4 (October 1999): 371–77. http://dx.doi.org/10.1044/0161-1461.3004.371.

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Auditory integration training (AIT) is a developing treatment for auditory disorders that include sensitivity to sound, auditory attention problems, and auditory processing disorders. Although there is limited published research, a growing body of anecdotal and clinical data is being reported at professional meetings. This article discusses some of the issues related to AIT and presents preliminary data indicating that word recognition scores in the presence of competing noise improves for children with a variety of disorders who have been treated with AIT.

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Tharpe, Anne Marie. "Auditory Integration Training." Language, Speech, and Hearing Services in Schools 30, no. 4 (October 1999): 378–82. http://dx.doi.org/10.1044/0161-1461.3004.378.

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Since its introduction in this country at the beginning of the decade, auditory integration training (AIT) has generated enthusiasm in parents and some clinicians, and harsh criticism by others. AIT has been promoted as a non-invasive treatment for auditory disorders that are believed to lead to attention and behavior problems. It has been particularly popular as a treatment for autism. Although parents cite numerous anecdotal reports of treatment success, many professionals frown on AIT's widespread practice prior to undergoing scientific scrutiny. The reasons for cautious evaluation of AIT prior to implementation in clinical practice are reviewed, along with a brief summary of current research findings.

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Veale, Tina K. "Auditory Integration Training." American Journal of Speech-Language Pathology 3, no. 2 (May 1994): 12–15. http://dx.doi.org/10.1044/1058-0360.0302.12.

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AIT is a listening treatment that has recently been introduced into the United States. Initial results in the application of this technique with individuals with autism and other disorders have been encouraging in most cases. Further research to improve our understanding of AIT continues to be necessary. It is of the utmost importance that the training and certification of practitioners be monitored more closely, and that service provision be constant from practitioner to practitioner. These and other issues will need to be examined in the upcoming months and years as we continue to learn more about AIT: a new listening treatment that has an impact on hearing and communication and demands and deserves the attention of our professions.

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Gravel, Judith S. "Auditory Integration Training." American Journal of Speech-Language Pathology 3, no. 2 (May 1994): 25–29. http://dx.doi.org/10.1044/1058-0360.0302.25.

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Edelson, Stephen M., Deborah Arin, Margaret Bauman, Scott E. Lukas, Jane H. Rudy, Michelle Sholar, and Bernard Rimland. "Auditory Integration Training." Focus on Autism and Other Developmental Disabilities 14, no. 2 (May 1999): 73–81. http://dx.doi.org/10.1177/108835769901400202.

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Madell, Jane R., and Darrell E. Rose. "Auditory Integration Training." American Journal of Audiology 3, no. 1 (March 1994): 14–18. http://dx.doi.org/10.1044/1059-0889.0301.14.

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Miller, Maurice, and Jay Lucker. "Auditory Integration Training." American Journal of Audiology 6, no. 2 (July 1997): 25–32. http://dx.doi.org/10.1044/1059-0889.0602.25.

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Crabtree, Darryl A., and Mary P. Crabtree. "Transfer of Sensory-Integration Training." Perceptual and Motor Skills 64, no. 2 (April 1987): 643–49. http://dx.doi.org/10.2466/pms.1987.64.2.643.

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96 university students participated in one of six treatments to assess whether training to make cross-modal or intramodal matches of one linear-movement distance would transfer to other distances. Three groups received unimodal training (vision, audition, or kinesthesis) and three groups received multimodal Training (all combinations of vision, audition, and kinesthesis) to make kinesthetic matches of one common linear-movement distance. All subjects were subsequently tested on kinesthetic matches of novel distances both shorter and longer than the training distance. A multivariate analysis of variance and Bonferroni contrasts indicated that cross-modal matching was enhanced by multimodal experience but only for distances shorter than the training distance. It was speculated that transferring to distances shorter than a training distance might involve processes different from those used to transfer to distances longer than the training distance.

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Torres-Hostench, Olga. "Occupational Integration Training in Translation." Meta 57, no. 3 (July 8, 2013): 787–811. http://dx.doi.org/10.7202/1017091ar.

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This article presents the research carried out at the Faculty of Translation and Interpreting at the Universitat Autònoma de Barcelona (Spain) to evaluate how prepared its postgraduates were for employment. First, students were given an initial test to evaluate their competences related to knowledge, skills and attitudes with regard to occupational integration. Next, an improvement program was designed accordingly, implemented and evaluated. Finally, a posttest was given and we compared the results of the pretest and the posttest. The research suggested that there was a need to incorporate into master’s and postgraduate courses not only content on knowledge of the translation market and the profession but also content to help students develop specific skills and attitudes for finding a job in translation. This research may interest translation course designers and lecturers, who may want to consider including employment programs in translation courses.

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Tharpe, Anne Marie. "Concerns regarding auditory integration training." Current Opinion in Otolaryngology & Head and Neck Surgery 4, no. 5 (October 1996): 353–55. http://dx.doi.org/10.1097/00020840-199610000-00011.

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Rawan, Atifa R., and Jennifer Cox. "Government publications integration and training." Journal of Government Information 22, no. 3 (May 1995): 253–66. http://dx.doi.org/10.1016/1352-0237(95)00003-l.

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Jabbour, Charbel Jose Chiappetta, Ana Beatriz Lopes de Sousa Jabbour, Walter Leal Filho, and Angappa Gunasekaran. "The Millennium Development Goals and Production Engineering training." Industrial and Commercial Training 47, no. 6 (September 7, 2015): 293–301. http://dx.doi.org/10.1108/ict-03-2015-0025.

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Purpose – The search for a more sustainable society depends on more sustainable organisations and, as such, Production (Industrial) Engineering may contribute to this process through the training of professionals with a greater social and environmental consciousness. The purpose of this paper is to present arguments in favour of the integration of Production Engineering and the Millennium Development Goals and evaluate the potential of Production Engineering subareas in contributing to the Millennium Development Goals. Design/methodology/approach – This work is conceptual and integrative in order to provide an original framework. A Brazilian perspective on Production Engineering has been adopted. Findings – A framework is proposed to guide this integration process by providing suggestions for an agenda of opportunities for academics and practitioners in favour of a more sustainable society. Originality/value – This work presents a new framework integrating Production Engineering and the Millennium Development Goals in order to promote a more sustainable training in Production (Industrial) Engineering field of research.

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Kurki, Tuuli, Ameera Masoud, Anna-Maija Niemi, and Kristiina Brunila. "Integration becoming business: Marketisation of integration training for immigrants." European Educational Research Journal 17, no. 2 (July 20, 2017): 233–47. http://dx.doi.org/10.1177/1474904117721430.

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Today, education is massively affected by marketisation and the drastic demands of the global economy. Integration training for immigrants has fallen prey to that; immigrants are employed to serve market needs, which has been attributed to the creation of “integration as business”. In the article, the authors examine how integration training for immigrants becomes organised within the current market-oriented policies and practices; which kinds of discourses are represented and utilised through which one becomes an “integrated immigrant” and; what kinds of consequences this orientation has on the subjects involved in integration training. By bringing examples from their ethnographic data on integration training for immigrants, the authors investigate the ways in which marketisation of integration training implies and elicits certain kinds of immigrant and teacher subjectivities, and analyse the ways in which these subjectivities become produced through the plural and contingent discursive practices across different sites of integration.

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Schwer Canning, Sally, Carlos F. Pozzi, J. Derek McNeil, and Mark R. McMinn. "Integration as Service: Implications of Faith-Praxis Integration for Training." Journal of Psychology and Theology 28, no. 3 (September 2000): 201–11. http://dx.doi.org/10.1177/009164710002800303.

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Jackson, Murray. "Psychoanalysis, psychiatry, psychodynamics: Training for integration." Psychoanalytic Psychotherapy 7, no. 1 (January 1993): 1–14. http://dx.doi.org/10.1080/02668739300700011.

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Gerstle, Theodore, Aladdin H. Hassanein, and Elof Eriksson. "iPad Integration in Plastic Surgical Training." Plastic and Reconstructive Surgery 135, no. 1 (January 2015): 223e—225e. http://dx.doi.org/10.1097/prs.0000000000001014.

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Beck, James R., and James W. Banks. "Integration Training in the Seminary Crucible." Journal of Psychology and Theology 25, no. 2 (June 1997): 272–77. http://dx.doi.org/10.1177/009164719702500211.

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Training mental health professionals in the seminary context provides the educator with several important challenges. Students must first be trained in addressing four specific audiences, each of which will have different expectations of the graduate. Students must also be given skill acquisition in four specific areas that are central to the seminary environment: a good working knowledge of hermeneutics, sound theological reasoning, ability to use psychological literature well, and an awareness of the vast sweep of church history. Seminary graduates who enter the Christian mental health professions with this type of educational background can thus make some unique and focused contributions to the ongoing integration enterprise.

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Zollweg, William, David Palm, and Vere Vance. "The Efficacy of Auditory Integration Training." American Journal of Audiology 6, no. 3 (November 1997): 39–47. http://dx.doi.org/10.1044/1059-0889.0603.39.

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The present study evaluates the efficacy of auditory integration training (AIT) in a population with multiple handicaps using a double blind experimental design. Thirty residents of a habilitation institute who had multiple handicaps received AIT over a 10-day period. Changes in hearing sensitivity and loudness tolerance, as measured audiometrically, and behavior, as measured by the Aberrant Behavior Checklist (ABC), were evaluated at discrete intervals from 1 week to 9 months post-AIT. Post-AIT data were then compared to pre-AIT data to determine if changes occurred in either hearing or behavior that could be attributed to the experimental stimulus (AIT). We found no significant difference in hearing threshold or loudness tolerance following AIT. Slight improvement in behavior was seen in both the treatment group and the control group, suggesting that factors other than AIT were responsible for behavioral improvement.

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Hu, Kaiju. "The Experience and Enlightenment of “Three-Dimensional Integration” Talent Training Model." Journal of Innovation and Social Science Research 8, no. 8 (August 30, 2021): 15–18. http://dx.doi.org/10.53469/jissr.2021.08(08).04.

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In this paper, the design ideas and connotations of the “three-dimensional integration” talent training model, as well as the specific implementation in the curriculum system, ideological and political education, student second classroom, student social practice, national cultural inheritance and innovation, etc. are introduced. The implementation effect achieved through the “three-dimensional integration” talent training model illustrates the feasibility of the model and the idea of emphasizing school running and optimizing the talent training model; innovating training goals, deeply integrating teacher and student classrooms; transforming management concepts and establishing synergy education platform and other enlightenment.

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Fedotova, T. Y. "DEVELOPMENT OF INTEGRATIVE MENTALITY OF THE MUSICIAN STUDENTS IN THE CONTEXT OF THE PEDAGOGICAL COLLEGE." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 77 (2021): 48–56. http://dx.doi.org/10.37313/2413-9645-2021-23-77-48-56.

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The article captures up to date issues of music education of the secondary professional educational organizations. The complexity and at the same time uniqueness of the music teacher/music director professions are noted, the problem of decrease of applicants' educational background is described. Interviews with teachers of subject-cycle commissions and content analysis of educational and methodological documentation on the disciplines included in the music-theoretical training and interdisciplinary courses from the professional module PM.03 Pedagogical musical and performing activities among educational institutions of the Volga Federal District, confirming the need for transforming the educational process by creating an integrative model of musical and theoretical training were conducted. Scientific research in the field of pedagogical integration is analyzed, it is determined that integration in pedagogy is not only a process and result, but also the principle of development of its theory and practice. As a result of pedagogical integration the integrative thinking is defined. Based on the obtained knowledge the methodological basis for the design of an integrative model was formed. The leading approach to modeling of professional musical-theoretical training of students is the integrative one, which ensures the integrity of professional formation of specialists and is manifested in the extent of integrative thinking, the growth of systematic knowledge, complexity of skills, willingness for self-actualization and self-development. The design of the model of musical-theoretical training is carried out taking into account the implementation of integrative processes at four levels: inter-subject, intra-subject, interpersonal and intrapersonal. The leading principle of modeling the content of musical and theoretical training of students is the principle of integration, which ensures the effective achievement of the goals of the educational process by forming a holistic view of the musical art. To implement this principle, the following tasks are solved: the object of integration is defined, factors that contribute and do not contribute to the integration of the designated objects are identified, and the expected result is defined. According to the results of the functioning of the model, students have developed skills of integrative thinking, performing and pedagogical skills, increased interest and activity in the learning process and the emergence of emotional and value orientations. The article proves the need to use an integrative model of musical-theoretical training of students of a pedagogical college.

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O’Brien, Karen, and Robin Leichenko. "Toward an integrative discourse on climate change." Dialogues in Human Geography 9, no. 1 (March 2019): 33–37. http://dx.doi.org/10.1177/2043820619829933.

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Harriet Bulkeley’s article raises some of the persistent challenges of integrating social science perspectives into climate change research. In this commentary, we consider a broader and deeper approach to integration that introduces multiple entry points for engaging with climate change research, education, and training. We argue that an integrative discourse is already emerging and discuss the potential role and implications for human geography.

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Koch, Anne, Misook Heo, and Joseph C. Kush. "Technology Integration into Pre-service Teacher Training." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 1–14. http://dx.doi.org/10.4018/jicte.2012010101.

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This study evaluated the perceptions of pre-service teachers in their ability to integrate technology into a learning environment based on coursework and student teaching experiences. Pre-service teachers were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results were collected across four academic years at a university that has identified technology as an underlying theme. Conclusions from the study provide an insight into technology savvy characteristics of pre-service teachers. Results also show that technology modeling and program design within a teacher education program can have a significant impact on pre-service teachers, thus improving their perceptions about their ability to integrate technology.

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Consoli, Andrés J., and Catherine M. Jester. "Training in psychotherapy integration II: Further efforts." Journal of Psychotherapy Integration 15, no. 4 (2005): 355–57. http://dx.doi.org/10.1037/1053-0479.15.4.355.

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Castonguay, Louis G. "Training issues in psychotherapy integration: A commentary." Journal of Psychotherapy Integration 15, no. 4 (2005): 384–91. http://dx.doi.org/10.1037/1053-0479.15.4.384.

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Pattni, Illa. "Labour Market Integration through Language Training: Language2Work." Local Economy 22, no. 4 (November 2007): 388–93. http://dx.doi.org/10.1080/02690940701736819.

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McMains, Michael J. "Integration of Negotiation, Tactical and Command Training." Journal of Police Crisis Negotiations 4, no. 1 (February 23, 2004): 119–23. http://dx.doi.org/10.1300/j173v04n01_10.

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Walters, Lucie, and Paul Worley. "Training in rural practice: Time for integration?" Australian Journal of Rural Health 14, no. 5 (October 2006): 171–72. http://dx.doi.org/10.1111/j.1440-1584.2006.00802.x.

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Krebs, Nancy F., and Laura E. Primak. "Comprehensive integration of nutrition into medical training." American Journal of Clinical Nutrition 83, no. 4 (April 2006): 945S—950S. http://dx.doi.org/10.1093/ajcn/83.4.945s.

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Gillberg, Christopher, Maria Johansson, Suzanne Steffenburg, and Orjan Berlin. "Auditory Integration Training in Children with Autism." Autism 1, no. 1 (July 1997): 97–100. http://dx.doi.org/10.1177/1362361397011009.

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Knoke, Benjamin, and Klaus-Dieter Thoben. "Integration of Simulation-based Training for Welders." SNE Simulation Notes Europe 27, no. 1 (March 2017): 37–44. http://dx.doi.org/10.11128/sne.27.en.10366.

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Daniels, Katy. "Integration of ethics teaching within GP training." Education for Primary Care 23, no. 2 (January 2012): 75–78. http://dx.doi.org/10.1080/14739879.2012.11494078.

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Ng, Enoch, Andrea A. Jones, Milani Sivapragasam, Siddharth Nath, Lauren E. Mak, and Norman D. Rosenblum. "The Integration of Clinical and Research Training." Academic Medicine 94, no. 5 (May 2019): 664–70. http://dx.doi.org/10.1097/acm.0000000000002467.

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Романченко, М., M. Romanchenko, Б. Филиппов, and B. Filippov. "Innovative Approach to the Integration of Federal State Standard and Professional Standard." Profession-Oriented School 6, no. 1 (March 5, 2018): 51–58. http://dx.doi.org/10.12737/psh_1_2018_6.

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The article presents a study of the problems of integrating Federal state and professional standards in the training of specialists with secondary vocational education institutions. Federal state standard of new generation set up for the teachers of special disciplines of secondary vocational education institutions the problem of creating conditions to ensure the implementation of standard requirements to results of education, and the formation of professional competencies with the purpose of achievement of the standard of professional education. The process of implementing these requirements is complicated by the diff erent approaches to FSS and professional standard. The study is based on a practical methodology that focuses on solving practical problems and purposeful transformation of vocational training programmes, to ensure integration of FSS and professional standards in the training of specialists. The article provides an example of integration of requirements of the FSS and professional standards on the basis of professional educational organizations. The results consist in the description of the experience of the competence approach to organization of educational process, integration of standards by the example of one educational institution. This experience is applicable in any professional educational organization, regardless of the provisioning profile. The authors observed the diff erential nature of the main types of professional competencies of the FSS and the integrative nature of job functions of the professional standard, the necessity of designing professional modules having leading nature. The article describes the experience of integrating the standards applicable in any professional educational organization, regardless of the provisioning profile.

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Yavgildina, Zilia Muchtarovna, Nadegda Valentinovna Mishina, and Anastasia Valentinovna Mishina. "The pre-professional development of teenagers' graphical skills within integration approach." Global Journal of Arts Education 7, no. 1 (June 12, 2017): 26–33. http://dx.doi.org/10.18844/gjae.v7i1.1832.

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Abstract The pre-professional training of students in children’s art schoolsrequires the development of a new methodology and content basis. This article examines the notion of the pre-professional development of graphical skills as a fundamental element of artistic training that includes Four components (cognition, knowledge, practice and motivation) and it is performed step-by-step. The application of an integrative approach is viewed as an effective means of the pre-professional development of teenagers’ graphical skills. The study describes the principle of integration applied for the artistic acquisition of the world. This integration approach has formed the base for the author’s original course, “Computer and Graphical Art” which was implemented at the experimental stage of this study. The diagnostics of the pre-professional development of graphical skills among teenagers in the experimental group demonstrated the effectiveness of the integrative approach. The research methods included observations, a survey, test, and expert evaluation. The article discusses details of teenagers’ graphical skills development within the integrative approach and experimentally proves the effectiveness of author’s original academic program. Keywords: pre-professional training, graphical skills, integration principle, integrative approach.

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Jang, Sang Hun, and Jung-Ho Lee. "Impact of sensory integration training on balance among stroke patients: sensory integration training on balance among stroke patients." Open Medicine 11, no. 1 (January 1, 2016): 330–35. http://dx.doi.org/10.1515/med-2016-0061.

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AbstractThis study attempts to investigate the impact that the sensory integration training has on the recovery of balance among patients with stroke by examining the muscle activity and limit of stability (LOS). A total of 28 subjects participated. The subjects were randomly allocated by the computer program to one of two groups: control (CON) group (n=15), sensory integration training (SIT) group (n=13). The research subjects received intervention five days a week for a total of four weeks. The CON group additionally received 30-minute general balance training, while the SIT group additionally received 30-minute sensory integration training. In the muscle activity, the improvement of Erector spinae (ES) and Gluteus medius (GM) was more significant in the SIT group than in the CON group. In the LOS, the improvement of affected side and forward side was significantly higher in the SIT group compared to the CON group. Sensory integration training can improve balance ability of patients with stroke by increasing muscle activity of stance limb muscles such as GM and trunk extensor such as ES along with enhancement of the limit of stability.

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Балакирева, В. А. "Обеспечение интеграции профессиональных дисциплин в процесс подготовки будущих учителей начальной школы к организации трудового обучения учащихся." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, no. 1 (March 2021): 104–12. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p104-112.

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The article is devoted to the substantiation of the importance of ensuring the integration of professional disciplines as one of the conditions for the effective preparation of future primary school teachers for the organization of labor training for students. Based on the analysis of scientific literature, the article reveals the essence of the concepts of "integration", "integration of education", "integrative approach". An integrative approach in teaching such academic disciplines as "History of Ukrainian culture", "General and age psychology", "Pedagogy", "Methods of teaching the literary educational branch", "Methods of teaching the mathematical educational branch", "Methods of teaching natural science educational branch", "Methods of teaching the information educational branch", "Methods of teaching the art educational branch", the classes of which were supplemented with theoretical knowledge and exercises that contribute to the acquisition of the necessary skills by students, the development of professional and personal qualities necessary for organizing labor training of primary school students and the implementation of this approach in further professional activities.

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McClintock, Elizabeth, and Aline Brachet. "Peacebuilding and Development Training: What’s Not Working and What We Should Be Doing Instead." Journal of Peacebuilding & Development 15, no. 3 (October 17, 2019): 267–81. http://dx.doi.org/10.1177/1542316619880504.

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Peacebuilding and development are two sides of the same coin yet integrating the two processes remains an ongoing challenge. One tool for achieving such integration is capacity building, which often translates as “training.” However, if we intend to use training to contribute to the goal of integration, it would behoove development and peacebuilding practitioners alike to embrace a more holistic approach to training design. Building on lessons learned by the authors during the design and implementation of diverse development and peacebuilding programming in Central Africa and the Sahel, we analyse three specific “mispractices” encountered in the field. We ask, “Why, as trainers, do we continue to engage approaches that don’t work?” “What practices should we end?” and “What should we be doing instead?” The article concludes with recommendations on how trainers can improve the integration of peacebuilding and development training.

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Lee, Jeffrey Chih-Yih, and Paul Sparks. "Three Hurdles to Technology Integration: A Case Study of Technology Integration in Bungamati." Journal of NELTA 18, no. 1-2 (May 2, 2014): 105–14. http://dx.doi.org/10.3126/nelta.v18i1-2.10334.

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Integrating technology in education is an extraordinary challenge in rural villages of developing countries like Nepal. Since greater understandings of the circumstances surrounding teachers and schools could illuminate issues and opportunities for positive change, a case study of the telecenter in Bungamati, Nepal was conducted. Data, in the form of interviews, observations and related documents, were gathered and analyzed to highlight and understand the local hurdles for integrating technology in teaching. Findings were threefold: teachers lack technology integration skills; informal learning was the preferred way to learn technology; and males had greater access to technology. In this study, the researcher has drawn the following conclusions: a) teachers need technology access and training, b) administrators need a framework for integration, c) informal learning should be considered and promoted and d) there is a clear need for gender equity. Furthermore, suggestions for future studies include a need for informal learning, the use of the TPACK (Technological, Pedagogical, and Content Knowledge)framework for integration technology and more research in the area of teacher training with technology in other developing countries. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10334 Journal of NELTA, Vol 18 No. 1-2, December 2013; 105-114

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Edler, Jessica R., Lindsey E. Eberman, and Stacy Walker. "Clinical Education in Athletic Training." Athletic Training Education Journal 12, no. 1 (January 1, 2017): 46–50. http://dx.doi.org/10.4085/120146.

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Context: Clinical education is a foundational component of healthcare education by which students acquire, practice, and demonstrate competency in clinical proficiencies through classroom, laboratory, and clinical experiences. Currently, the most common practice of clinical education in athletic training is clinical integration. Objective: The purposes of this article are to describe how athletic training and similar health professions implement clinical education and to present clinical immersion as an alternative to clinical integration. Background: Clinical education is delivered differently across healthcare disciplines. Some disciplines use clinical immersion, while others use clinical integration. Some professions have specific requirements, while others are left to the discretion of the program administrators. However, few professions are measuring the effectiveness of each, leading to questions about best-practice models in clinical education. Description: Clinical integration occurs when students complete clinical and didactic course work concurrently, while in the clinical immersion model, students are immersed in patient care full time with little or no didactic course work. A hybrid model of clinical education includes both integration and immersion. Clinical Advantage(s): Preliminary research within nursing suggests that students engaged in clinical immersion perform better on certification examinations than do those from an integration model. The clinical immersion model is enhanced by the implementation of standardized patients and simulations to prepare students for immersive experiences. These encounters provide an opportunity for students to demonstrate competency before engaging in patient care, which promotes patient safety. Conclusion(s): Program administrators have the opportunity and professional responsibility to explore different curricular models and to ultimately develop better methods of preparing future athletic trainers. Moreover, educators have a responsibility to measure and report outcomes to help provide a body of knowledge regarding best practices in clinical education.

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Aldrich, Robert E., H. C. Strasel, and Jan L. Ditzian. "The Army unit Training Model and Guidelines for the Integration of Embedded Training (ET)." Proceedings of the Human Factors Society Annual Meeting 30, no. 10 (September 1986): 1019–23. http://dx.doi.org/10.1177/154193128603001018.

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Embedded Training (ET) is a new training alternative for individual and collective sustainment training in Army systems at the unit level. This paper outlines the existing Army Unit Training Model, ET integration requirements, guidelines for the integration of ET into the existing components of the Army Unit Training Model and the creation of a new ET specific component.

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ZASIEKINA, TETYANA ZASIEKINA. "INTEGRATION IN SCHOOL NATURAL SCIENCE EDUCATION: PROS AND CONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 8, 2021): 3–11. http://dx.doi.org/10.25128/2415-3605.20.2.1.

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The article considers the problem of pedagogical integration as a phenomenon that is ambiguously perceived in the educational circle. The processes of formation of the phenomenon of integration in the historical review, its manifestations and evaluation in the educational process, transformation in modern conditions has been studied in the article. The reasons for the negative attitude to integration in Natural Science and ways to eliminate them have been clarified. The advantages of applying integration to the processes of constructing the content of Natural Science Education and teaching Natural Science Subjects in institutions of general secondary education have been revealed. There are three levels of application of integration in teaching Natural Subjects: integrated Natural Science Course, intersubject integration of Natural Science Subjects, and intersectoral integration of Natural Science Subjects in the school education system. Models of integrated teaching of Natural Science Subjects in institutions of general secondary education have been substantiated. In the model of training in integrated Natural Science Courses, training has been carried out according to one program, which lays down mechanisms for organizing the content and process of mastering ordered Natural Science knowledge. In the integrative Natural Science model, training has been carried out according to a set of educational programs in individual Natural Science subjects, in which the content and methods of teaching are based on the general apparatus of Natural Sciences, the expected learning results are aimed at forming a key competence in the field of Natural Sciences, Engineering and Technology. The integrating cross-industry model lays the foundations for the formation of cross-cutting skills and flexible skills. All three models complement each other and ensure the continuity and integrity of Natural Science Education. The pros and cons of integrating school Natural Science Education that we have reviewed allow us to draw the following conclusions. At present stage the problem of pedagogical integration is being updated, which requires a detailed study of the existing experience in implementing an integrated approach to teaching Natural Science Subjects. The phenomenon of pedagogical integration is not well-established and unambiguous. The taxonomy of pedagogical integration is determined by conditions, factors, objects and processes, which determines the various levels and degrees of manifestation and application of integration, its forms, types and functions. The application of an integrated approach in the study of both integrated Natural Science courses and in the case of studying individual Natural Science Subjects is a mandatory and crucial condition for building a natural education system.

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Ansharullah, Ansharullah. "KAJIAN TINGKAT PEMAHAMAN KONSEP INTEGRASI ILMU DAN ISLAM ANTARA DOSEN BIDANG ILMU UMUM DENGAN DOSEN BIDANG ILMU AGAMA DI FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SYARIF HIDAYATULLAH JAKARTA." POTENSIA: Jurnal Kependidikan Islam 2, no. 1 (April 4, 2017): 71. http://dx.doi.org/10.24014/potensia.v2i1.2532.

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This research is aimed to know the level of difference of Comprehension on the Concept of Integration of Science and Islam between Social - Science and Islamic Science Lecturer at Faculty of Education and Teacher Training of UIN Syarif Hidayatullah Jakarta based on the educational background, the lecturer Expertise, and the frequency of attending training on Integrating Islam and Science in Education. All lecturers were taken as sample in this research by using purposive sampling. The data was collected by using test and documentation. Then, The data was analyzed by using t-test. The results are (1) Based on the educational background of lecturer; Islamic university - graduated lecturer and Public university – graduated lecturer, the Ho hypothesis is rejected, (2) Based on the frequency of attending trainings on Integration of Science and Islam, the Ho hypothesis is accepted and, (3) based on the expertise, the Ho is rejected.

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Lilik, Olha. "INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 33–37. http://dx.doi.org/10.36550/2415-7988-2021-1-194-33-37.

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The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

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Miskiah, Miskiah, Yoyon Suryono, and Ajat Sudrajat. "INTEGRATION OF INFORMATION AND COMUNICATION TECHNOLOGY INTO ISLAMIC RELIGIOUS EDUCATION TEACHER TRAINING." Jurnal Cakrawala Pendidikan 38, no. 1 (February 17, 2019): 130–40. http://dx.doi.org/10.21831/cp.v38i1.23439.

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Integrating ICT in teacher training has become an absolute necessity over recent years. This research highlights the role of training as a means to improve Islamic religious education teacher competence in ICT. Specifically, the case-study research aim is to describe the level of ICT integration into the Islamic religious education training, referring to ‘education-and-training’, at a religious training center (RTC) in Palembang, Indonesia. Thirty teachers of Indonesian Islamic school (madrasah) and two facilitators at the RTC acted as informants in the research. Using the interactive model of qualitative analysis by Miles and Huberman, the research results indicated that the participants have already integrated ICT but were restricted to using presentations, especially the PowerPoint computer program. Secondly, age and technical problems became the major constraints to realize such integration. With respect to the availability of facilities, the RTC is in good category.

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Kalyniuk, Natalia Mykolayvna. "On the question of training of future medical specialists on the basis of interdisciplinary integration." Engineering and Educational Technologies 8, no. 2 (June 30, 2020): 44–52. http://dx.doi.org/10.30929/2307-9770.2020.08.02.04.

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It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by taking into account the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities.

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Pate, Michael L., Rebecca G. Lawver, Scott W. Smalley, Dustin K. Perry, Lorann Stallones, and Alyx Shultz. "Agricultural Safety Education: Formative Assessment of a Curriculum Integration Strategy." Journal of Agricultural Safety and Health 25, no. 2 (2019): 63–76. http://dx.doi.org/10.13031/jash.13113.

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Abstract. The purpose of this study was to assess an agricultural tractor and machinery safety curriculum for teacher training that focused on hands-on integration activities to assist with training youth in machinery safety skills. Teachers attended a single ten-hour summer training seminar hosted in Montana, South Dakota, or Utah during 2017. Teachers completed the National Tractor and Machinery Safe Operation (NSTMOP) exam to measure their existing knowledge prior to beginning the training. Upon seminar completion, teachers took an NSTMOP post-test to measure their knowledge gain of agricultural safety practices and hazard recognition associated with machinery and tractors. A total of 116 teachers completed the training. Fifty-three participants (45.7%) identified as female, and 63 (54.3%) identified as male. The average participant was 35 years old (SD = 11.3) and had 9.5 years of teaching experience (SD = 9.2). The average NSTMOP pre-test score was 35.2 out of 48 (SD = 3.3), and the average NSTMOP post-test score was 40.3 out of 48 (SD = 4.1). Participants’ scores increased by ten percentage points. A paired-samples t-test was used to determine statistical significance. The difference between pre-test and post-test was significant (t(109) = 11.9, p < 0.001). Open responses indicated continuation of hands-on activities that focused on “how to teach” skills training that is relevant to the students. Teachers suggested developing new activities each year with a rotation of topics for upcoming seminars. Research is needed to determine the training’s influence on the behaviors of young workers in agriculture. Keywords: Education, Machinery, Safety, Tractors, Training.

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Keengwe, Jared, David Georgina, and Patrick Wachira. "Faculty Training Strategies to Enhance Pedagogy-Technology Integration." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010070101.

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One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison & Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.

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Leme, Luiz Eugênio Garcez. "Training and research integration in an orthogeriatrics unit." Sao Paulo Medical Journal 125, no. 3 (May 2007): 196. http://dx.doi.org/10.1590/s1516-31802007000300013.

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Ferrández Arenaz, Adalberto. "Vocational training as a tool for school integration." Educar 22 (February 1, 1998): 269. http://dx.doi.org/10.5565/rev/educar.361.

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Journal articles on the topic 'Training Integration'

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