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Descriptors:
Compliance (Legal); Social Work; School Social Workers; Privacy; School Law; Recordkeeping; Time; Barriers; Student Records; Federal Legislation; Confidentiality; Board of Education Policy; Misconceptions; Legal Responsibility; State Legislation

Abstract:
This article documents results of a survey of 73 school social workers regarding their record-keeping practices. These social workers indicated that time pressures are a major challenge to documentation; they struggle to know what to include, and they worry about privacy. More than half fail to consistently include assessment information, progress toward goals, and information on services provided. More than 75 percent do not provide periodic and closing case summaries, pre- and post-test scores, and information on how they have made decisions. Some 80 percent of respondents were in violation of Family Educational Rights and Privacy Act requirements to share records with parents or guardians who request them, and only half were aware of their district's policies on sharing information with third parties. There was widespread misunderstanding of the Health Insurance Portability and Accountability Act, and half of the respondents were unaware of their state laws regarding record keeping. These findings are concerning, as school social workers who are not informed of legal mandates may be putting themselves and their districts at some liability risk, and those who do not keep records with sufficient information to reflect on their practice may be missing opportunities to improve their work with student clients. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychopathology; Clinical Experience; Foreign Countries; Psychotherapy; Psychiatry; Graduate Medical Education; Foreign Medical Graduates; Comparative Education; Physicians; Mental Health; Public Policy; Cultural Differences; Recordkeeping

Abstract:
Objectives: International medical graduates (IMGs) account for a significant proportion of residents in psychiatric training in the United States. Many IMGs may have previously completed psychiatry residency training in other countries. Their experiences may improve our system. Authors compared and contrasted psychiatry residency training in the U.S. to that of Canada, the United Kingdom, India, and Nigeria. The study also highlights the systems-based features that may have an impact on the adaptation of IMGs (especially previously-trained) to U.S. psychiatry residency. Methods: Individuals who are familiar with psychiatry residency training in the United States and were previously trained in other countries synthesized information available on websites, official documents, and previous literature, as well as their experiences with past training. Results: Psychiatry residencies vary considerably in all five countries in terms of the duration of training, curriculum, clinical experience, psychotherapy training, research experience, supervision, and evaluation processes. Residency training in the U.S., Canada, and the U.K. is well-structured and has more psychotherapy training. The U.K. has enhanced exposure to community psychiatry. The U.K., India, and Nigeria have increased emphasis on psychopathology. Training in India and Nigeria has a higher quantity of clinical work, less record-keeping, less emphasis on patient autonomy, and a mandatory prospective clinical research requirement. Conclusions: The provision of services and training is substantially influenced by national mental health policies, culture, and local traditions. Despite numerous commonalities, there are some differences in psychiatry training among all five countries. Awareness of these differences in education, systems, and interactions may help psychiatric educators to understand IMGs (especially those previously-trained) as they adapt to U.S. training. (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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Descriptors:
Language Arts; Educational Resources; Mathematics Instruction; English Instruction; Elementary School Students; Time on Task; Recordkeeping; Teacher Surveys; Incidence; Probability; Correlation; Attendance Patterns; Regression (Statistics); Statistical Analysis

Abstract:
The amount of instruction students receive has long been viewed as a foundational educational resource. This article presents an analysis of the time students spend in elementary English language arts (ELA) and mathematics instruction. In mathematics, the average student received about 140 hr of instruction, but students in the top sixth of classrooms in this distribution can expect to receive between 80 and 160 hr more instruction over the school year than students assigned to the bottom sixth of classrooms. We found similar magnitudes of variation in ELA. Although most of the variation was due to differences among classrooms, there was also substantial variation among schools. Some variation in instructional time is expected and probably favorable. However, we argue that the large variation demonstrated by these results represent substantial inequity in students' opportunity to learn ELA and mathematics. (Contains 3 notes, 4 figures and 13 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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Research Libraries; Library Services; Innovation; Predictor Variables; Library Research; Library Development; Library Automation; Access to Information; Online Catalogs; Cataloging; Recordkeeping; Electronic Publishing; Electronic Libraries; Change Strategies; Best Practices; Improvement Programs; Program Improvement

Abstract:
In this column, the author discusses how the management of e-books has introduced, at many libraries and in varying degrees, the challenges of maintaining effective technical services workflows. Four different e-book workflows are identified and explored, and the author takes a closer look at how particular variables for each are affected, such as ordering, cataloging procedures, and access models. She then discusses solutions at American University Library through the use of a number of tools: MARCEdit, training staff not previously as familiar on electronic resources management (ERM) techniques, and utilizing the open sources CORAL ERMS, all in addition to systems and tools already in use. These efforts by the author and the American University (AU) staff were done as part of a movement from reactively managing e-book workflows to proactively seeking solutions for the multiplicity of efforts that are needed to maintain good recordkeeping for them throughout their existence, from acquisition by library staff to access for patrons. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Education; Feedback (Response); Experimental Groups; Teaching Styles; Recordkeeping; Grade 5; Grade 6; Peer Groups; Performance; Tests; Metacognition; Self Management; Elementary School Students

Abstract:
The aim of the study was to record students' recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students' performance. Participants were 48 fifth- and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer- and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education. (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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Descriptors:
Classroom Techniques; Systems Approach; Secondary Education; Educational Principles; Values; Discipline; Discipline Policy; Reinforcement; Student Behavior; Program Implementation; Equal Education; Attention Control; Attention Span; Recordkeeping; Efficiency; Contingency Management

Abstract:
This article presents guiding principles governing the design, implementation, and management of a point system to promote discipline and academic rigor in a secondary classroom. Four considerations are discussed: (1) assigning appropriate point values to integral classroom behaviors and tasks; (2) determining the relationship among consequences, rewards, and corresponding point attainment thresholds for the purpose of reinforcing ideal behavior; (3) stressing equity and minimizing distractions during implementation; and (4) creating a recordkeeping system to ensure the efficient management of the point system. Equipped with this customizable framework, readers can then create a point system tailored to a multitude of classroom needs. (Contains 6 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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Adolescents; Employees; Part Time Employment; Attendance; Employee Absenteeism; High School Students; Intervention; Interpersonal Competence; Recordkeeping; Groups; Individual Activities; Electronic Mail; Context Effect

Abstract:
This study examined the effects of individual and group monetary contingencies on the attendance of adolescent part-time employees. Attendance increased in both individual and group contingency phases; however staff questionnaire responses indicated a preference for the individual contingencies. Future research should consider staff acceptability regarding interventions and provide guidelines for the determination of intervention appropriateness. (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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Primary Sources; Electronic Publishing; Electronic Libraries; Internet; Library Services; Media Adaptation; Computer Graphics; Quality Control; Delivery Systems; Local History; Library Materials; Archives; Departments; Cooperation; Recordkeeping; Reports; Time Management

Abstract:
As primary source materials in the library are digitized and made available online, the focus of related library services is shifting to include new and innovative methods of digital delivery via social media, digital storytelling, and community-based and consortial image repositories. Most images on the Web are not of sufficient quality for most media outlets, so what happens when patrons require high-resolution versions of images for use in their print publications or projects? Until recently, patrons at the University of Houston Libraries used a clunky, paper-based request process for high-resolution images that was frustrating for them and time-consuming for staff. The authors of this article outline how an interdepartmental team of University of Houston Libraries staff used Drupal to develop an automated patron request system that is modeled after online shopping cart experiences and integrates with the CONTENTdm-based University of Houston Digital Library. The article provides suggestions for libraries with digital collections about how to create a system that efficiently captures patron requests and streamlines staff delivery of high-resolution files. (Contains 8 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:
Student Financial Aid; Federal Aid; Student Loan Programs; Grants; Scholarships; Financial Aid Applicants; Records (Forms); Audits (Verification); Worksheets; Error Correction; Eligibility; Student Characteristics; Citizenship; Institutional Characteristics; College Programs; College Administration; Loan Default; Loan Repayment; Work Study Programs; Federal Programs; Recordkeeping; Withdrawal (Education); Expenditures; Sanctions; Program Evaluation; Program Termination; School Safety; Privacy; Distance Education; Student Costs; Money Management

Abstract:
This publication is intended for financial aid administrators and counselors who help students begin the aid process--filing the Free Application for Federal Student Aid (FAFSA), verifying information, and making corrections and other changes to the information reported on the FAFSA. The Federal Student Aid Handbook consists of the Application and Verification Guide and six numbered Volumes. [For the 2010-2011 handbook, see ED537359.] 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:
Case Records; Recordkeeping; Student Records; Cultural Background; Cultural Maintenance; Traditionalism; School Culture; School Districts; School Responsibility

Abstract:
Rich with the histories of families and steeped in traditions, schools often embrace all that is good within a community. In fact, the school is often where families, students, and staff choose to memorialize the achievements, contributions, and sacrifices of those who learned or worked within the school's classrooms and corridors. A school's culture reflects significant historical events, from academic and athletic achievements to trees and gardens planted to commemorate or embrace the memories of members of the school's populations who have died. In this article, the author argues that districts should take special care to maintain the memories of special events and people. He presents three examples that drive home the need to maintain accurate records. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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