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Descriptors:
Stakeholders; Therapy; Foreign Countries; Psychologists; Educational Psychology; Focus Groups; Disabilities; Intervention; Counselor Role; Leadership; Delivery Systems; Interviews; Supervision; Documentation

Abstract:
This project follows a survey into the role of UK educational psychologists (EPs) in delivering therapeutic interventions to children and young people. Four educational psychology services (EPSs) that identified themselves as providing effective therapeutic practice were selected on the basis of their qualitative responses to the survey. Site visits included analysis of service documentation, an interview with the Principal Educational Psychologist (PEP) and focus groups with EPs and with stakeholders, multi-agency partners and commissioners of EPSs. Thematic analysis yielded a number of key themes. Those relating to how the service context can support the delivery of therapeutic interventions included: "contracting and promoting"; "leadership"; "opportunities to practice"; "supervision"; "time and resources"; and "training". (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Theological Education; Church Related Colleges; Judaism; Jews; Spiritual Development; Holistic Approach; Intellectual Development; History; Futures (of Society); Biblical Literature; Reader Text Relationship; Hermeneutics; Mastery Learning; Teacher Responsibility; Educational Environment; Faculty; Assignments; Reflection; Ceremonies; Marriage; Opinions; Documentation; Institutional Mission; Leadership Training

Abstract:
This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy-training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative. (Contains 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Documentation; Writing Tests; Language Usage; Language Tests; English (Second Language); Expertise; Educational Research; Evaluation Criteria

Abstract:
This article reports the lexical diversity of summaries written by experts and test takers in an empirical study and then interrogates the (in)congruity between the conceptualisations of "summary" and "summarize" in the literature of educational research and the operationalization of summarization tasks in three international English language tests in relation to their task directions and assessment criteria. These analyses show that summarization is not a uniform construct; rather, it is multidimensional in terms of its purposes, functions, and practices in real-life contexts, and as a consequence not particularly well operationalized in language tests and so in need of precise definitions for specific assessment contexts. This conclusion has implications for designing summarization tasks and assessing task performance. First, clear and transparent task directions are essential to ensure that test takers and evaluators share a common understanding of a test task; test takers need to be instructed what kind of summary they are expected to produce, particularly what information to include and to exclude. Second, because summarization may well be a unique type of writing process, it is important to employ parameters different from and additional to those for independent composition writing in order to measure the quality of a summary effectively. (Contains 4 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Goal Orientation; Feedback (Response); Income; School Psychologists; Insurance; School Districts; Counties; Intervention; Documentation; Costs

Abstract:
We examined a performance improvement package with components of feedback, goal setting, and prompting to generate additional revenue by improving the consistency of Medicaid billing submitted by 74 school psychologists serving 102 schools. A multiple baseline design across three service areas of a county school system demonstrated the effectiveness of the intervention to increase the number of school psychologists who completed their required documentation for Medicaid billing in a timely manner. This resulted in a substantial gain in income for the school district, which increased more than three times over baseline levels, with a small investment of additional time by all personnel involved. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Notetaking; Reading Writing Relationship; Communication (Thought Transfer); Information Dissemination; Documentation; Technological Advancement; Information Technology; Electronic Publishing; Access to Information; Information Management; Educational History; Educational Psychology; Conferences (Gatherings)

Abstract:
Considering how much attention people lavish on the technologies of writing--scroll, codex, print, screen--it's striking how little they pay to the technologies for digesting and regurgitating it. One way or another, there's no sector of the modern world that is not saturated with note-taking--the bureaucracy, the liberal professions, the sciences, the modern firm, and especially the academy, whose residents, transient and permanent, have more right than anyone else to claim that taking notes is what they do. Taken, made, jotted, foot, or head: Notes are necessary interventions between the things people read and the things they write. (Contains 6 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Distance Education; Electronic Learning; Online Courses; Social Networks; Internet; Web 2.0 Technologies; Structural Equation Models; Technology Uses in Education; Technology Integration; Educational Technology; Instructional Effectiveness; Electronic Publishing; Lecture Method; Nonverbal Communication; Video Technology; Documentation; Social Influences

Abstract:
To explore the integration of education processes into social media, we tested an initial model of student learning via interactive web tools and theorized three sources of influence: interpersonal, intrapersonal, and masspersonal. Three-hundred thirty-seven students observed an online lecture and then completed a series of scales. Structural equation modeling supported several individual hypotheses and partially supported the overall model. Findings indicated that instructor credibility has a significant positive effect on content area knowledge, whereas social identification with online colearners has a negative effect on learning outcomes. Findings are discussed with respect to both theoretical and practical implications of the integration of interactive media as a classroom resource. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Usability; Web Sites; Electronic Publishing; Electronic Libraries; Research Libraries; Academic Libraries; Information Seeking; Documentation; Online Searching; Graduate Students

Abstract:
This article reports results from an empirical usability evaluation of Human-Animal Bond Research Initiative Central as part of the effort to develop an open access research repository and collaboration platform for human-animal bond researchers. By repurposing and altering key features of the original HUBzero system, Human-Animal Bond Research Initiative Central hosts previously published materials from related disciplines and an extensive bibliography, in addition to traditional hub materials such as tools and datasets. Seven graduate students in the College of Veterinary Medicine at Purdue University participated in the usability evaluation. Tasks included exploring the system, finding an article in the repository, submitting an article to the repository, adding bibliographic information of an article to the repository, and using interaction features such as user groups. Participants also answered open questions regarding their overall experience and rated Human-Animal Bond Research Initiative Central's usability using the System Usability Scale. Response measures included task successfulness, navigational steps, task time, participant comments, and behavior notes recorded by the researcher. Results of the evaluation showed that the overall user experience of Human-Animal Bond Research Initiative Central was satisfactory but also indicated a number of usability issues. Participants had difficulty inputting metadata such as resource type and author information when submitting an article to the repository. There were also interface design issues regarding layout and consistency. It is expected that findings from this study and the evaluation methodology can be extended to the development and evaluation of similar research repository systems. (Contains 4 tables and 12 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Groups; Recruitment; American Indians; Sampling; Probability; Race; Hispanic Americans; Birth; Documentation; Infants; Mothers; Questionnaires; State Surveys; Cooperation; African Americans; Ethnic Groups; Whites; Socioeconomic Status

Abstract:
This study examined whether and how survey response differs by race and Hispanic origin, using data from birth certificates and survey administrative data for a large-scale statewide experiment. The sample consisted of mothers of infants selected from Oklahoma birth certificates using a stratified random sampling method (N = 7,111). This study uses Heckman probit analysis to consider two stages of survey response: (1) being located by the survey team and (2) completing a questionnaire through collaboration with the survey team. Analysis results show that African Americans, American Indians, and Hispanics are significantly less likely to be located during the study recruitment than white Americans, controlling for other demographic and socioeconomic factors. Conditional on being located, the probability of collaboration did not differ among the four groups. Findings suggest that researchers should pay attention to separate stages of respondent recruitment and improve strategies to locate members of racial and ethnic minority groups during recruitment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk Management; Ethics; Video Technology; Social Work; Social Networks; Confidentiality; Conflict of Interest; Informed Consent; Information Technology; Counseling Techniques; Counseling Services; Referral; Privacy; Standards; Documentation; Counselor Performance

Abstract:
Digital, online, and other electronic technology has transformed the nature of social work practice. Contemporary social workers can provide services to clients by using online counseling, telephone counseling, video counseling, cybertherapy (avatar therapy), self-guided Web-based interventions, electronic social networks, e-mail, and text messages. The introduction of diverse digital, online, and other forms of electronic social services has created a wide range of complex ethical and related risk management issues. This article provides an overview of current digital, online, and electronic social work services; identifies compelling ethical issues related to practitioner competence, client privacy and confidentiality, informed consent, conflicts of interest, boundaries and dual relationships, consultation and client referral, termination and interruption of services, documentation, and research evidence; and offers practical risk management strategies designed to protect clients and social workers. The author identifies relevant standards from the NASW "Code of Ethics" and other resources designed to guide practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nurses; Home Visits; Attitudes; Compliance (Legal); Legal Responsibility; Documentation; Case Records; Confidential Records; Family Violence; Interpersonal Relationship; Child Abuse; Law Enforcement; Theory Practice Relationship

Abstract:
In the United States, there is an ongoing debate about requiring health care professionals to report intimate partner violence (IPV) to law enforcement agencies. A comprehensive examination of the perspectives of those required to report abuse is critical, as their roles as mandated reporters often pose legal, practical, moral, and ethical questions. Even so, the perspective of health care professionals who are required to report is often overlooked and research is scarce on mandated reporters who work outside of clinical settings, such as nurses who engage in home visitation with clients. The purpose of this study was to examine nurse home visitors' perspectives regarding the mandatory reporting of IPV, specifically focusing on their attitudes toward reporting, perceived awareness of reporting requirements, and intended reporting behaviors. A web-based survey was administered to nurses in the Nurse-Family Partnership home visitation program across the United States. A total of 532 completed surveys were returned (response rate = 49%). In terms of support for reporting IPV, 40% of nurses indicated that they should "always" be required to report. Almost half of the sample indicated that they would report a case of IPV, yet less than one-third of participants were aware of a legal mandate. Attitudes and support toward reporting as well as the perception of a reporting requirement significantly predicted intention to report. Furthermore, 29% of participants did not know if they were required to report IPV perpetrated against their clients. Comprehensive information about mandatory reporting duties is needed for health care professionals in home visitation settings. The findings of the current study highlight the need to reduce variation among practitioners and establish consistent program practices that are grounded in the program's principals, supported by existing research, and compliant with existing state policies. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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