Federal Work‐Study Student Perceptions of Career Readiness

2021 ◽  
Vol 69 (1) ◽  
pp. 78-83
Author(s):  
Patrick Akos ◽  
A. Joshua Leonard ◽  
Amy Bugno
Keyword(s):  
Student Perceptions ◽  
Career Readiness ◽  
Work Study ◽  
Study Student

scholarly journals Mentoring in research-focused doctoral nursing programs and student perceptions of career readiness in the United States

2019 ◽  
Vol 35 (5) ◽  
pp. 358-364 ◽  
Author(s):  
Paula V. Nersesian ◽  
Laura E. Starbird ◽  
Damali M. Wilson ◽  
Christina X. Marea ◽  
Melissa K. Uveges ◽  
...  
Keyword(s):  
United States ◽  
Student Perceptions ◽  
The United States ◽  
Nursing Programs ◽  
Career Readiness

Supported eText: Literacy Scaffolding for Students with Disabilities

2009 ◽  
Vol 24 (3) ◽  
pp. 1-8 ◽  
Keyword(s):  
Students With Disabilities ◽  
Student Perceptions ◽  
Research Agenda ◽  
Curriculum Materials ◽  
Electronic Text ◽  
Research Teams ◽  
Research Designs ◽  
Key Topics ◽  
Similarities And Differences ◽  
Study Student

The National Center for Supported eText (NCSeT) has a research agenda designed to investigate the effects of supported electronic text on the ability of students with disabilities to read and learn from text. This article introduces four studies conducted by research teams who have collaborated with NCSeT to implement that agenda. It describes each of the studies briefly, followed by observations about similarities and differences in the student populations, the interventions studied, the curriculum materials, and the diversity of educational settings. Concluding remarks address four key topics: (a) the value of conducting and reporting research strands, (b) research designs that are especially appropriate for investigating supported eText interventions, (c) the need to study student use of specific eText supports, and (d) the importance of student perceptions.

Case Study: Student Perceptions of Video Streaming Nursing Class Sessions

2014 ◽  
Vol 53 (3) ◽  
pp. 161-163 ◽  
Author(s):  
Denise M. Wall Parilo ◽  
Bridget Parsh
Keyword(s):  
Student Perceptions ◽  
Video Streaming ◽  
Study Student

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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