1337 research outputs found
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Ruth S. Coleman College of Nursing Pinning Ceremony - Spring 2011
Get PDFPinning ceremony took place on May 13, 2011.https://digitalcommons.stritch.edu/conhs_pin/1016/thumbnail.jp
Juvenile justice and mental health: raising the question of competence to stand trial
No full textCompetency to stand trial evaluations surfaced during the late 1990’s. These evaluations were introduced to the justice system to deter juveniles with severe mental health issues from being wrongfully convicted of a crime. Many factors are considered during these evaluations such as whether or not a juvenile is capable of understanding the charges and potential consequences, capable of understanding the trial process and if they possess the capacity to participate in courtroom proceedings and assist his or her attorney in their defense. Other factors that should be considered when evaluating these individuals are maturity, age, and cognitive functioning. These factors play a significant role in a juvenile’s rational and factual understanding of legal proceedings and appreciation of the law. The goal of juvenile corrections is to rehabilitate and or treat individuals within the justice system and incorporate them back into society. In order to achieve this goal, one must examine whether or not the criminal act warrants punishment by law. If so, is it appropriate to “lock up” a juvenile and reintegrate back into the community without allowing the opportunity to offer community based resources from the start. It is hypothesized that judges in the state of Wisconsin would agree that competence to stand trial evaluations with juveniles are differentiated from adult evaluations. It is further hypothesized that judges within the State of Wisconsin and in Juvenile Justice Centers would agree that immaturity plays a role in a juveniles’ capacity to have a rational understanding and factual understanding of court proceedings as well as assist his or her attorney in their defense. From the results of those surveyed, the judges in the State of Wisconsin agreed that competence to stand trial evaluations with juveniles need reforming
Decoding Intervention as a Strategy for Improving Literacy Development
No full textDecoding ability is a foundational skill necessary for the development of successful reading and writing skills. The purpose of this study is to determine if explicit instruction in decoding skills and sight word vocabulary will improve a student\u27s general literacy abilities, including writing and reading comprehension skills. The intervention consists of fifteen ninety-minute sessions which follow a consistent format. Each session begins with sixty-minutes of word work and explicit decoding and sight word instruction. The last 30 minutes of each session is small group based and focuses on helping the student to apply decoding skills to contextual reading and writing. Pre- and posttest measures will be analyzed to determine the effectiveness of the intervention. The results support the use of explicit instruction in decoding and sight word building to improve a student\u27s general literacy abilities including writing and reading comprehension
Effect of Word Boxes, Word Walls, and Repeated Readings on Decoding, Fluency, and Comprehension
No full textWord boxes, word walls, and repeated readings are often used with students that struggle with decoding, fluency, and comprehension. This study examines the use of these three strategies together to raise a student\u27s comprehension, way of decoding, and fluency in reading. It was concluded that the student did benefit from these strategies and with continuous work using these strategies will improve on her decoding skills as well as her fluency skills
Effect of teaching reading strategies which promote self-regulation of reading on reading comprehension
No full textThis case study analyzed the effect of teaching reading comprehension strategies which promote self-regulated reading in an effort to increase reading comprehension. The sample consisted of one forth grade student attending a Midwestern charter school. The Qualitative Reading Inventory (QRI), 5th Edition (Caldwell, 2010) was used as a pre- and post-test for both narrative and expository reading comprehension
College students and the use of academic services
No full textThis study examines the relationship between achievement goal orientation, implicit theory of intelligence, academic self-efficacy and help-seeking behavior in regard to the usage of an academic support center in a university setting. A group of 95 undergraduates completed measures of each of the aforementioned variables and reported their utilization of academic support services. Results suggest that goal preferences and high levels of self-efficacy are related to specific types of behaviors, such as informal help-seeking and instrumental activities. No significant relationship was found between history of academic support and goal preferences, theory of intelligence, or self-efficacy. Implications for academic support centers, limitations of the current study, and future research directions are discussed
Interprofessional Education as a Component of Nursing Education: an Integrative Literature Review
No full textThe Institute of Medicine‘s (IOM) Future of Nursing (2010) report identifies the need for nurses to be educated alongside other healthcare professionals as a means to address unresolved issues around quality and safety in the health care system. The purposes of this integrative review are to examine current research on interprofessional education (IPE) in undergraduate nursing programs in the United States, identify outcomes achieved, and to make recommendations for implementation of future IPE programs. Although endorsed by the IOM and other national organizations, little is known about educational interventions and strategies that promote development of interprofessional collaboration. Three key findings emerged during this review regarding education strategies for successful interprofessional education programs. These include (a) interactive experiential learning enhances IPE, (b) preparation is important for successful IPE, and (c) the benefits of interprofessional education are positive but do not yet demonstrate targeted outcomes. The findings from this integrative literature review support the incorporation of interprofessional education within nursing curriculum utilizing interactive educational methods and strategie
Will Robert Marzano\u27s six step academic vocabulary strategy increase vocabulary knowledge of high school students with disabilities?
No full textThe purpose of the study was to implement Robert Marzano’s six-step vocabulary strategy to increase the vocabulary knowledge of three high school students with disabilities in the twelfth grade (Marzano, 2005). From here Students with disabilities struggle to learn and retain new academic vocabulary words. This is a problem for these students because if they lack a strong academic vocabulary, they are at a disadvantage in all academic disciplines in high school and college. When students with disabilities enter an academic discipline without the basic vocabulary needed, they have to work that much harder to master the basic words before they can master the new vocabulary terms. This research topic is important to current special educators because students with disabilities struggle with learning and retaining new vocabulary words. Special educators need strategies that will improve the vocabularies of their students, and strategies that the students will internalize, so that they will use them when new vocabulary is introduced in their classes. The next sentence is redundant. A stronger vocabulary will help students with special needs be more successful in high school and college because they will read better, write better, and perform better on quizzes and tests. This research may help special education teachers determine how effective Robert Marzano’s vocabulary strategy is in teaching high school students with disabilities how to build their academic vocabularies
Comparison of the use of textbooks and computer-based curriculum: behavior analysis
No full textThe purpose of this study was to determine whether or not the Accelerated Math Program used in conjunction with a textbook would increase on-task behavior as compared to the student behavior of a classroom that only used a textbook. The use of technology is one of many strategies that educators can incorporate into their instruction to give students more opportunities to be successful. The Accelerated Math Program has been implemented in grades sixth through eighth at the school in which the research took place
Examining Self-Advocacy and its Impact On Academic Achievement For High School Students With Special Education Needs
No full textAlthough this action research study does not specifically identify those risk factors (ex. loneliness) or protective factors (ex. hope) outside of the public school environment that influence high school students\u27 abilities to advocate effectively for their individual learning needs, the researcher is aware of the influences that these environmental factors have on students\u27 overall ability to learn and succeed within the high school environment (Kotzer & Margalit, 2007, p. 445). This study does, however, examine the impact self-advocacy practices within the high school environment has upon the academic achievement of high school students with special education needs