scholarly journals Best Practices for Using Mobile Training Teams to Deliver Noncommissioned Officer Education Courses

2009 ◽  
Author(s):  
John C. Morey ◽  
Michael D. Bush ◽  
Robert Beebe ◽  
Scott McPhail ◽  
William R. Bickley
Keyword(s):  
Best Practices ◽  
Noncommissioned Officer ◽  
Education Courses ◽  
Officer Education

Best Practices in Teacher Preparation for Inclusive Education

2020 ◽  
pp. 52-68
Author(s):  
Holly H. Pinter ◽  
Lisa A. Bloom ◽  
Charmion B. Rush ◽  
Cameron Sastre
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
General Education ◽  
Inclusive Education ◽  
Best Practice ◽  
School Partnerships ◽  
University School Partnerships ◽  
Teacher Education Faculty ◽  
Education Courses

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

Completion Rates and Distance Learners

2011 ◽  
pp. 310-316
Author(s):  
Nathan K. Lindsay ◽  
Scott L. Howell ◽  
R. Dwight Laws
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Research Design ◽  
Traditional Education ◽  
Distance Learners ◽  
Completion Rates ◽  
Student Demographics ◽  
Traditional Courses ◽  
Education Courses

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distance learners’ characteristics.

Best Practices in Teacher Preparation for Inclusive Education

2022 ◽  
pp. 822-840
Author(s):  
Holly H. Pinter ◽  
Lisa A. Bloom ◽  
Charmion B. Rush ◽  
Cameron Sastre
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
General Education ◽  
Inclusive Education ◽  
Best Practice ◽  
School Partnerships ◽  
University School Partnerships ◽  
Teacher Education Faculty ◽  
Education Courses

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

Completion Rates and Distance Learners

2011 ◽  
pp. 361-367
Author(s):  
Nathan K. Lindsay ◽  
Scott L. Howell ◽  
R. Dwight Laws
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Research Design ◽  
Traditional Education ◽  
Distance Learners ◽  
Completion Rates ◽  
Student Demographics ◽  
Traditional Courses ◽  
Education Courses

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distance learners’ characteristics.

Training Rural Educators in Kentucky through Distance Learning: Impact with Follow-up Data

2002 ◽  
Vol 21 (4) ◽  
pp. 12-20 ◽  
Author(s):  
Jennifer Grisham-Brown ◽  
Belva C. Collins
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Interactive Video ◽  
Severe Disabilities ◽  
Course Delivery ◽  
Project Staff ◽  
Rural Educators ◽  
Impact Data ◽  
Education Courses

The Training Rural Educators in Kentucky (TREK) projects have been providing distance education courses to graduate students in moderate/severe disabilities (MSD) and early childhood special education (ECSE) since 1989. This paper provides the results of a survey conducted at the end of the third 3-year-cycle of federal funding for a TREK project, Training Rural Educators in Kentucky through Distance Learning (TREK-DL). Project staff collected data on students' satisfaction with the content and delivery of distance education courses offered through the TREK projects. In addition, they collected impact data on the degree with which students used best practices for children with disabilities that were emphasized in TREK coursework. The results of the survey show that students were satisfied with the coursework they were receiving and, with the exception of technology malfunctions and communication/interaction difficulties imposed by the technology, they were satisfied with all formats of course delivery (i.e., on site, satellite, and interactive video). In addition, the results show that students are implementing best practices with children who have disabilities and sharing those practices with other adults with whom they work. As well, students indicate that their involvement with the TREK projects has resulted in systemic changes at their places of employment.

Front-End Analysis Methods for the Noncommissioned Officer Education System

2013 ◽  
Author(s):  
Marisa L. Miller ◽  
Jennifer K. Phillips ◽  
Melinda D. Gomez ◽  
Phillip Finerson
Keyword(s):  
Education System ◽  
Front End ◽  
Analysis Methods ◽  
Noncommissioned Officer ◽  
Officer Education

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

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