The Language of Science: Vocabulary Insturction in the Inclusion Classroom

Vocabulary is found in all areas of academic study. How the vocabulary is approached with regards to instruction varies widely. Through a review of the literature, multiple strategies have been outlined for use in the classroom. Some of these strategies were employed into action research using the Japanese lesson study model to determine the appropriate method for vocabulary instruction in a particular inner city high school science inclusion classroom. The results of the study were in correlation with the review of the literature where student achievement was impacted by the addition of vocabulary instruction to the regular class curriculum. Student grades were impacted positively as well as confidence in the classroom as students gained an understanding of their vocabulary that was essential to the understanding of the science concepts

A study on Korean nursing students' educational outcomes

The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, χ2-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification

The Language of Science: Vocabulary Insturction in the Inclusion Classroom

Vocabulary is found in all areas of academic study. How the vocabulary is approached with regards to instruction varies widely. Through a review of the literature, multiple strategies have been outlined for use in the classroom. Some of these strategies were employed into action research using the Japanese lesson study model to determine the appropriate method for vocabulary instruction in a particular inner city high school science inclusion classroom. The results of the study were in correlation with the review of the literature where student achievement was impacted by the addition of vocabulary instruction to the regular class curriculum. Student grades were impacted positively as well as confidence in the classroom as students gained an understanding of their vocabulary that was essential to the understanding of the science concepts

Curriculum development in nursing education, 2nd ed./ Iwasiw

xiii, 355 hal.: tab.; 23 cm

Curriculum development in nursing education, 2nd ed./ Iwasiw

xiii, 355 hal.: tab.; 23 cm

Exploring the Use of Blog Narratives as a Method

The purpose of this research study was to gain insight into the educational experiences of students and graduates of a nurse practitioner (NP) program in Ontario, Canada to inform curriculum evaluation. Participants were asked to provide narratives of their experiences via two separate limited-access blog sites on the program's NP–Education Network. An interpretive qualitative analysis of participant narratives revealed the program is preparing graduates for practice but there are areas for improvement that require attention. From the emerging themes, recommendations are proposed for improving the curriculum of the NP program

Nursing Students’ Empowerment in Distance Education: Testing Kanter\u27s Theory

This qualitative, explanatory study examined Post-RN baccalaureate nursing students’ experiences of empowerment with distance education and computer conferencing (CC) for fit with the constructs of Kanter’s (1977, 1993) Theory of Structural Power in Organizations. Seven post-RNs from Canadian distance education nursing programs were interviewed. Interview transcripts were examined using content analysis. Kanter’s theory was useful in describing empowerment structures in distance education courses. Feedback from instructors, access to library facilities, and support from employers and family are essential elements of an empowering educational experience. Students missed face-to-face contact. Two themes unrelated to Kanter’s theory—self-direction and determination to succeed—emerged. This study, based on a theoretical framework, will be of interest to educators and administrators of distance education programs