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ERIC Number: EJ902925
Record Type: Journal
Publication Date: 2010-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1525-7401
Models of Instruction Used in Speech-Language Pathology Graduate Programs
Hadley, Amy Jean; Fulcomer, Mark C.
Communication Disorders Quarterly, v32 n1 p3-12 Nov 2010
To meet the needs of a diverse student population while addressing the knowledge and skills outcomes of the curriculum, faculty should develop a repertoire of instructional models. Research-based instructional models from the fields of education and health care have been developed to support various learner outcomes. Emphasis on evidence-based practice in the field of communication sciences and disorders should include increased study of research-based instructional practices in higher education. The present study examined the models of instruction currently implemented by professors in speech-language pathology graduate programs. Problem-based learning and induction were used most frequently, followed by direct instruction. Cooperative learning, memory strategy instruction, and role play were used less frequently. Results suggest that instructors are utilizing a variety of instructional models to meet learning outcomes. Implications for the use of models of instruction, as well as future directions for research, are discussed. (Contains 12 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey