Exploring Expertise of Inner City High School Teachers in Integrating Technology

Inner city high school teachers in the Midwest United States lack expertise in integrating technology into their curriculum. The purpose of this basic qualitative study was to explore the experiences of inner city high school teachers in using technology-enhanced instruction to teach 21st-century skills in a public comprehensive high school in the Midwest. The technological pedagogical and content knowledge framework was the conceptual framework used to guide the study because it focuses on how teachers use both content and technological knowledge in their teaching. The research questions addressed inner city teachers’ internal or external barriers that prevented them from integrating technology into classroom instruction and how their digital literacy played a role in integrating technology into the classroom. Data were collected from semistructured interviews with 13 high school teachers who volunteered to participate. The open coding process yielded four themes: teachers struggle with access and currency, teachers reported structural issues that hindered integration, teachers require knowledge about hardware and applications, and teachers require training on integrating existing technologies. Findings may contribute to social change by informing school administrators about providing professional development needs and additional technology training for teachers. Students may benefit if teachers use technology-enhanced instruction to provide students with 21st-century skills which better prepares them for college or career

History as reflective practice: a model for integrating historical studies into nurse education

The role of history in developing professional identity in nursing is well known, and the discipline of nursing history research continues to flourish. Yet this work often struggles to find its way into undergraduate university nurse education courses. We put forward a model for history as reflective practice in which we suggest that historical studies can be used as a form of evidence to develop critical thinking and clinical reasoning, as well as situate nursing practice within its social and political context. In this model, we draw on historical scholarship related to the profession, practice and person, focusing on work which demonstrates nursing\u27s contribution to broader systems of health care. Drawing on Lewenson and Lynaugh\u27s \u27history by stealth\u27 approach, curriculum mapping and constructive alignment techniques are used to identify the moments in an existing programme where historical scholarship is relevant to an intended learning outcome. We then use an interdisciplinary team to develop learning activities and assessment tasks drawing on both primary and secondary sources that are then embedded within existing subjects. This model encourages students to consider history as a way of knowing and as a form of evidence within their reflective practice. Furthermore, it creates knowledge that continues to foster and acknowledge nurses\u27, and nursing\u27s, contribution to the development of human health

Transitioning from acute to primary health care nursing: an integrative review of the literature

Aims and objectives This paper seeks to explore the transition experiences of acute care nurses entering employment in primary health care settings. Background Internationally the provision of care in primary health care settings is increasing. Nurses are moving from acute care settings to meet the growing demand for a primary health care workforce. While there is significant research relating to new graduate transition experiences, little is known about the transition experience from acute care into primary health care employment. Design An integrative review, guided by Whittemore and Knafl\u27s (2005) approach, was undertaken. Following a systematic literature search eight studies met the inclusion criteria. Methods Papers which met the study criteria were identified and assessed against the inclusion and exclusion criteria. Papers were then subjected to methodological quality appraisal. Thematic analysis was undertaken to identify key themes within the data. Results Eight papers met the selection criteria. All described nurses transitioning to either community or home nursing settings. Three themes were identified: (1) a conceptual understanding of transition, (2) role losses and gains and (3) barriers and enablers. Conclusion There is a lack of research specifically exploring the transitioning of acute care nurses to primary health care settings. To better understand this process, and to support the growth of the primary health care workforce there is an urgent need for further well-designed research. Relevance to clinical practice There is an increasing demand for the employment of nurses in primary health care settings. To recruit experienced nurses it is logical that many nurses will transition into primary health care from employment in the acute sector. To optimise retention and enhance the transition experience of these nurses it is important to understand the transition experience

Dark adaptation of the long-wavelength sensitive cones

Long-wavelength sensitive (L) cone dark adaptation curves were measured with a 10-msec, 20' v.a., 650 nm test flash and a moderate intensity adapting field. When the 650 nm and 500 nm fields were equated for the L cones, the dark adaptation curve fell faster for the 500 nm field than for the 650 nm field. Over the range of adapting lights used, no adjustment of the intensities of the two fields made their dark adaptation curves similar. When 500 nm light was added to the 650 nm field, dark adaptation was faster. Visual sensitivity is not regulated by any single photoreceptor type in this experiment.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/25444/1/0000894.pd

Instructor Guides, TIGERS ADVANCE Trailblazers: Provost’s Mentoring Initiative for Faculty Session 9: Action Research Project Presentations

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women

Instructor Guides, TIGERS ADVANCE Trailblazers: Provost’s Mentoring Initiative for Faculty Session 2: Mentoring (Hierarchical & Mutuality) & Adaptive Leadership

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women

Instructor Guides, TIGERS ADVANCE Trailblazers: Provost’s Mentoring Initiative for Faculty Session 1: Gender Equity Case Study and Introduction to Action Research

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women

Americans’ Explanations for Racial Disparities Across Three Decades (1985-2016): Are the Views of African Americans and Whites Converging?

Despite the promises of the Civil Rights Movement last century, African Americans continue to experience less socioeconomic success than their White peers. Research has found that explanations for this racial gap differ by race, with Whites more likely to adhere to individualistic explanations and African Americans more likely to agree with structural causes. We use color-blind racism, standpoint theory, and a presidential administration timeline to frame an examination of three decades (1985-2016) of General Social Survey data on explanations for racial differences. We find that among all Americans regardless of race, agreement with both person-blame and system-blame explanations has declined over time. We also find that the gap between African Americans and Whites in agreement with these explanations is closing over time, including trends that suggest African Americans may now be more supportive of some person-blame explanations for racial disparities than are Whites

Instructor Guides, TIGERS ADVANCE Trailblazers: Provost’s Mentoring Initiative for Faculty Session 4: Transformational Leadership & Leading Change in Higher Education

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women

Instructor Guides, TIGERS ADVANCE Trailblazers: Provost’s Mentoring Initiative for Faculty Session 7: Negotiation with Case Study

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women