Your search found 3010 results.

Descriptors:
Older Adults; Individual Needs; Disabilities; Patients; At Risk Persons; Hospitals; Probability; National Surveys

Abstract:
Purpose: This study determined whether returning to the community from a recent hospitalization with unmet activities of daily living (ADL) need was associated with probability of readmission. Methods: A total of 584 respondents to the 1994, 1999, and/or 2004 National Long-Term Care Surveys (NLTCS) who were hospitalized within 90 days prior to the interview and reported ADL disability at the time of the interview were considered for analysis. Medicare claims linked to the NLTCS provided information about hospital episodes, so those enrolled in Health Maintenance Organizations or Veterans Affairs Medical Centers were not included (n = 62), resulting in a total sample size of 522. ADL disability was defined as needing human help or equipment to complete the task. Unmet ADL need was defined as receiving inadequate or no help for one or more ADL disabilities. Disability that began within 90 days of the interview was considered new disability. Results: After adjusting for demographic, health, and functioning characteristics, unmet ADL need was associated with increased risk for hospital readmission (HR: 1.37, 95% CI: 1.03-1.82). Risk of readmission was greater for those with unmet need for new disabilities than those with unmet need for disabilities that were present before the index hospitalization (HR: 1.66, 95% CI: 1.01-2.73). Implications: Many older patients are discharged from the hospital with ADL disability. Those who report unmet need for new ADL disabilities after they return home from the hospital are particularly vulnerable to readmission. Patients' functional needs after discharge should be carefully evaluated and addressed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Instruction; Students; Teaching Methods; Reading; Communication Skills; Individual Needs; Interviews; Reading Writing Relationship; Writing Instruction; Computer Uses in Education; Computers; Questionnaires; Teachers; Teacher Student Relationship; Information Technology; Computer Assisted Instruction; Foreign Countries; Handwriting

Abstract:
This article discusses a teaching method called reading through writing (RtW), based on the use of computers rather than handwriting. The pupils use the computers in pairs and decide themselves what they will write about. The use of this method is studied via a questionnaire to 22 teachers and via seven Master's and two Bachelor's theses, observing and interviewing all together 21 teachers and 68 pupils. The results show that the method is a good teaching tool; it inspires pupils to write, develops social and communication skills and is in itself creative. It seems to be well suited to pupils with individual needs. However, the information gathered does not clearly demonstrate its effectiveness for teaching pupils to read and write. Hence, more research is required. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Principals; Novices; School Counselors; Counselor Training; Educational Needs; Individual Needs; Interviews; Professional Development; Interprofessional Relationship; Mentors; Staff Orientation; Administrator Attitudes; Counselor Attitudes; Semi Structured Interviews

Abstract:
The purpose of this study was to ascertain participants' perceptions of elements of the induction process that met novice school counselors' personal and professional needs. Interviews of seven novice counselors and their principals over one school year were the primary data sources. Employing an abductive analysis process based on a developed typology of induction elements from the teacher induction literature, the researchers' analysis of the data indicated that although various induction elements were discussed by participants (i.e. informal mentors, orientation, professional development, collaboration, reduced workloads, and interaction with principals), few were planned specifically for the novice counselor. Most supports for the novices were viewed with mixed results in meeting their personal and professional needs. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Music Education; Helping Relationship; Professional Occupations; Music Teachers; Teacher Attitudes; Teacher Role; Self Esteem; Females; Figurative Language; Ethics; Music; Teacher Burnout; Individual Needs; Role; Individual Development

Abstract:
In his book, Chris Higgins acknowledges the challenges of teaching associated with heavy workloads, increasing responsibilities, and often diminishing respect from the very public institutions that teachers serve. However, his purpose is not to deplore the external conditions of teaching but to raise concerns about its service culture. He argues that the first step in improving the overall well-being of teachers--and thus, promoting the good life of teaching--is to ask "How do we reconcile self-regard and concern for others?". In other words, the approach Higgins takes to improving the lives of teachers does not consider political action(s) to obtain better pay, benefits, and working conditions. Rather, his approach is to reconfigure questions about teacher identity, motivation, and development within a new ethics and "ethos" of teaching that would make a career in education more personally sustainable and, thus, more humane. In this article, the author undertakes a critical analysis of a wide range of the motivations that are shaped by the responsibilities of music educators not simply to teach but also to perform and to please. She explains how she understands what "self-cultivation" means in the context of music education, where it is pursued "in, through, and for" teaching music to students. The first section of this review helps identify what constitutes a lack of balance and becoming by examining the manner of self-sacrifice particular to music education as a sub-profession that is "coded female." The second section provides a critical interpretation of Kafka's "Hunger Artist" as an allegory for music teachers' passion to make music. As a cautionary tale about moral and artistic codes that advance asceticism and burn-out to the point of deadly self-sacrifice for one's art, the plight of the hunger artist alludes to similar consequences as well as motivations for teaching music. The third section introduces the phenomenon of the Hungry Ghost as an allegory to help understand the psychosocial relationship between a particular set of motivations stemming from an uncritical and insatiable passion for (teaching) music and a more common set of motivations stemming from the dynamics of consumerism. The last section underscores the merit of Higgins's recommendation to promote self-cultivation as a necessary element in professional development if music educators are to reconcile not only self-regard and a concern for others but also a passion for teaching music and an educative "vision of human flourishing, individually or collectively." (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Emotional Disturbances; Psychotherapy; Regression (Statistics); Children; Drug Therapy; School Health Services; Mental Health; Depression (Psychology); Parent Attitudes; Place of Residence; Individual Needs; Predictor Variables; Help Seeking; Symptoms (Individual Disorders); Severity (of Disability); Mental Disorders; Parents

Abstract:
In this study, I investigated patterns and predictors of service utilization for children with mood disorders. The Behavioral Model for Health Care Utilization was used as an organizing framework for identifying predictors of the number and quality of services utilized. Hierarchical regression was used in secondary data analyses of the Multi-Family Psychoeducational Psychotherapy study (MF-PEP), a randomized controlled trial of 165 children aged 8-12 with mood disorders. The children were using an average of two services, with pharmacotherapy and school services as most frequent. Children with bipolar disorders used significantly more and higher quality services than children with depressive disorders. Parent knowledge of mood disorders, area of residence, and perceived need for treatment were all related to the number of services families were utilizing. Parent knowledge of mood disorders and treatment, child's age, and mood symptom severity were all predictors of the quality of services being utilized. Findings highlight the impact of non-need factors on service utilization and the potential to decrease disparities caused by these factors. For example, increasing efforts to educate both the general public and individual families coming in for treatment about children's mental health may improve service utilization patterns in this population. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Females; Participant Characteristics; Veterans; Individual Needs; Comparative Analysis; Demography; Measures (Individuals); Surveys; Sampling

Abstract:
In 2011, CalVet and the California Commission on the Status of Women (the Commission) requested the California Research Bureau (CRB) conduct a second iteration of its 2009 survey of women veterans; identifying their needs, surveying their service utilization and gathering information on their demographics. This report provides the findings of the 2011 Survey. This report is organized into five chapters. In chapter one, the authors discuss the current state of research about women veterans by providing an overview of the literature. They then discuss the methodology used in conducting this survey. In chapter two, they provide the reader with information about the participant characteristics and compare these with a national sample and a sample taken by CRB in 2009. In chapter three, they examine the needs identified by women veterans. The authors provide a breakdown of these needs by service era, age, and other key variables. Chapter four reviews the service utilization pattern of women veterans. It discusses both state and federal services, their utilization, and women's knowledge of these services. Wherever possible, the findings are compared to those of national samples and of the 2009 CRB survey of women veterans. Chapter five includes the conclusions and suggestions for future iterations of this survey. Appended are: (1) Survey Instrument; (2) Scripting Tool; and (3) Works Cited. (Contains 34 figures and 18 tables.) [For "California's Women Veterans: Responses to the 2011 Survey. CRB Briefly Stated," see ED536751.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2070K) |  More Info:
Help Find in a Library

Descriptors:
Teaching Experience; Rural Education; Foreign Countries; Professional Development; Interviews; Rural Schools; Demography; Incentives; Teaching (Occupation); Indigenous Populations; Teacher Persistence; Curriculum Design; Educational Assessment; Individual Needs; Student Needs; Interpersonal Communication; Interprofessional Relationship; Teachers

Abstract:
Teaching in remote schools can prove to be a challenging experience. Twenty three teachers from remote schools, located in Western Australia, were interviewed about their teaching and living experiences in isolated communities. The interview questions were designed to elicit information regarding three areas: demographic information; reasons for applying for a position in an isolated school and living in a remote community; and, professional factors impacting on the respondents. Interviews were conducted during a residential professional development session and involved twenty-three teachers with wide ranging ages and teaching experience. These teachers identified a number of affective factors including what attracted them to teach in remote communities, what they liked and disliked about their lifestyle and why they decided to stay in the community in which they lived and taught. Professional factors identified included teaching and learning issues; curriculum and assessment; catering for individual needs; liaising with Aboriginal Education Workers; engaging and managing students; pedagogical issues and professional development. Teachers also identified the professional benefits and challenges of teaching in remote communities. The article concludes with a short discussion on the paradoxes of living and teaching in isolated locations, followed by outlining three recommendations derived from the interview data. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Literacy; Reading Instruction; Reading Programs; Second Language Learning; Reading Comprehension; Elementary School Teachers; Teacher Role; Action Research; Decoding (Reading); Teaching Methods; Teacher Attitudes; Instructional Effectiveness; Teacher Responsibility; Individual Needs; English Language Learners

Abstract:
Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (127K) |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Political Influences; Foreign Countries; Distance Education; Learning Experience; Student Experience; Student Empowerment; Internet; Web Based Instruction; Social Influences; Higher Education; College Students; Individual Needs; Interpersonal Relationship; Educational Quality; Mobility; Problem Solving; Coping; Qualitative Research

Abstract:
In recent years the student experience of higher education in general and distance education in particular has been strongly influenced by the wide scale uptake of Internet based learning approaches and an expanding distance education market, amongst many other trends. As competition within the sector increases because of access to the WWW and other in-country socio-political influences, the push to attract and retain students is becoming a key issue for institutions. Understanding the distance student's voice in relation to these trends and developing appropriate responses to ensure a satisfactory learning experience is of critical importance. This paper reports on a recently completed study that explored the distance learners' experience at one dual-mode Australian institution. The paper outlines a rationale for investigating the student voice to meet the unique needs of the distance learner. It describes the approaches that were adopted to undertake the research and discusses some of the main themes that emerged from the study--individualness, connectedness, quality, mobility, and resourcefulness. The paper concludes with considerations for policy and practice in relation to utilising the distance learners' voice in enhancing distance learners' experiences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Learning Problems; Learning Disabilities; Foreign Countries; Employment Opportunities; Secondary Education; Labor Market; Educational Practices; Inclusion; Education Work Relationship; High School Students; Transitional Programs; School Role; Individual Needs; Interviews

Abstract:
Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website