Assessing Organizational Functioning as a Step Toward Innovation

Innovate and adapt are watchwords for substance abuse treatment programs in today’s environment of legislative mandates, effective new interventions, and competition. Organizations are having to evolve—ready or not—and those that are ready have superior chances for success and survival. The Texas Christian University Organizational Readiness for Change (ORC) survey is a free instrument, with supporting materials, that substance abuse treatment programs use to assess organizational traits that can facilitate or hinder efforts at transition. This article presents organizational change as a three-stage process of adopting, implementing, and routinizing new procedures; describes the use of the ORC; and outlines a step-by-step procedure for clearing away potential obstacles before setting forth on the road to improved practices and outcomes

Knowledge Maps as Scaffolds for Cognitive Processing

Knowledge Maps Are Node-Link Representations in Which Ideas Are Located in Nodes and Connected to Other Related Ideas through a Series of Labeled Links. the Research on Knowledge Mapping in the Last 12 Years Has Produced a Number of Consistent Findings. Students Recall More Central Ideas When They Learn from a Knowledge Map Than When They Learn from Text and Those with Low Verbal Ability or Low Prior Knowledge Often Benefit the Most. the Use of Knowledge Maps Also Appears to Amplify the Benefits Associated with Scripted Cooperation. Learning from Maps is Enhanced by Active Processing Strategies Such as Summarization or Annotation and by Designing Maps According to Gestalt Principles of Organization. Fruitful Areas for Future Research on Knowledge Mapping Include Examining Whether Knowledge Maps Reduce Cognitive Load, How Map Learning is Influenced by the Structure of the Information to Be Learned, and the Possibilities for Transfer. Implications for Practice Are Briefly Delineated

The Effect of Textual Errors on Dyadic and Individual Learning

The Major Objective of the Present Experiment Was to Assess the Effects of Textual Errors on Dyadic and Individual Learning. One Hundred Undergraduates Were Taught a Four-Step Learning Strategy, after Which They Studied a Text Passage Either Dyadically or Individually. Half of the Passages within Both Conditions Contained Syntactic Errors. Total Recall Measures Indicated that Dyads Performed Better Than Individuals on Recall of Text in Sections Not Containing Errors, Whereas the Groups Did Not Differ on Recall of the Material in Text Sections Containing Errors. Further, Dyads Outscored Individuals on Measures of Recall of Error Location, Error Frequency, and Perceived Difficulty of the Text Sections Which Contained Errors. in Addition, Subjective Processing Measures Indicated that Motivation and Interest Were Strongly Related to Recall. © 1989, SAGE Publications. All Rights Reserved

Promoting Functional Literacy through Cooperative Learning

The Effects of Cooperative Learning Strategy Manipulations on the Enactment and Recall of a Medical Procedure Were Explored. One Hundred and Twenty-Three College Students Completed the Experiment. during Training, Participants Were Randomly Assigned to a Dyad in One of Four Conditions: (A) No-Strategy, (B) Baseline Strategy, (C) Prompting Strategy, and (D) Planning Strategy. during Testing, Participants Both Performed and Produced Written Recalls of the Procedure Instructions. Test Order Was Counterbalanced within Dyad. Training and Test Performances Were Videotaped. the Planning Group Produced the Best Recalls and Recalled More Conditions of the Procedure. the Prompting Group Performed Best. Recall of the Procedure in All Groups Was Enhanced by Prior Performance. However, Performance Was Enhanced by Prior Recall in Only Two Groups. the Groups Differed Also in the Nature of the Transition from Training to Testing. Theoretical and Applied Implications of These Findings Are Discussed. © 1988, SAGE Publications. All Rights Reserved

Specifying computer-supported collaboration scripts

Collaboration scripts are activity programs which aim to foster collaborative learning by structuring interaction between learners. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a specific learning platform and learning context. A standardization of collaboration scripts first requires a specification of collaboration scripts that integrates multiple perspectives from computer science, education and psychology. So far, only few and limited attempts at such specifications have been made. This paper aims to consolidate and expand these approaches in light of recent findings and to propose a generic framework for the specification of collaboration scripts. The framework enables a description of collaboration scripts using a small number of components (participants, activities, roles, resources and groups) and mechanisms (task distribution, group formation and sequencing)

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

Age differences in heroin and prescription opioid abuse among enrolees into opioid treatment programs

<p>Abstract</p> <p>Background</p> <p>In the United States, among those entering opioid treatment programs (OTPs), prescription opioid (PO) abusers tend to be younger than heroin users. Admissions of older persons to OTPs have been increasing, and it is important to understand typical patterns of use among those older enrolees.</p> <p>Methods</p> <p>To disentangle the effect of age on recent heroin and PO abuse 29,114 enrolees into 85 OTPs were surveyed across 34 states from 2005-2009. OTPs where PO use was prevalent were oversampled.</p> <p>Results</p> <p>Mean age was 34; 28% used heroin only. Younger enrolees had increased odds of using POs relative to using heroin only but mixed model analysis showed that much of the total variability in type of use was attributed to variation in age between OTPs rather than within OTPs.</p> <p>Conclusions</p> <p>Organizational and cultural phenomena (e.g., OTP characteristics) must be examined to better understand the context of individual characteristics (e.g., age). If nesting of enrolees within OTPs is ignored, then associations that primarily operate at the OTP level may be misinterpreted as exclusively dependent on individuals.</p

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a

The Canadian Perinatal Network: A National Network Focused on Threatened Preterm Birth at 22 to 28 Weeks\u27 Gestation

Objective: The Canadian Perinatal Network (CPN) maintains an ongoing national database focused on threatened very preterm birth. The objective of the network is to facilitate between-hospital comparisons and other research that will lead to reductions in the burden of illness associated with very preterm birth. Methods: Women were included in the database if they were admitted to a participating tertiary perinatal unit at 22+0 to 28+6 weeks\u27 gestation with one or more conditions most commonly responsible for very preterm birth, including spontaneous preterm labour with contractions, incompetent cervix, prolapsing membranes, preterm prelabour rupture of membranes, gestational hypertension, intrauterine growth restriction, or antepartum hemorrhage. Data were collected by review of maternal and infant charts, entered directly into standardized electronic data forms and uploaded to the CPN via a secure network. Results: Between 2005 and 2009, the CPN enrolled 2524 women from 14 hospitals including those with preterm labour and contractions (27.4%), short cervix without contractions (16.3%), prolapsing membranes (9.4%), antepartum hemorrhage (26.0%), and preterm prelabour rupture of membranes (23 0%) The mean gestational age at enrolment was 25.9 ± 1.9 weeks and the mean gestation age at delivery was 29.9 ± 5.1 weeks; 57.0% delivered at \u3c 29 weeks and 75.4% at \u3c 34 weeks. Complication rates were high and included serious maternal complications (26 7%), stillbirth (8.2%), neonatal death (16.3%), neonatal intensive care unit admission (60 7%), and serious neonatal morbidity (35 0%). Conclusion: This national dataset contains detailed information about women at risk of very preterm birth. It is available to clinicians and researchers who are working with one or more CPN collaborators and who are interested in studies relating processes of care to maternal or perinatal outcomes