2025
Epistemic trust towards teacher questionnaire: Development and preliminary validation
Desatnik A, Yakubovskiy M, Tarasov S, Fonagy P. Epistemic trust towards teacher questionnaire: Development and preliminary validation. PLOS ONE 2025, 20: e0331398. PMID: 40953073, PMCID: PMC12435716, DOI: 10.1371/journal.pone.0331398.Peer-Reviewed Original ResearchConceptsEpistemic trustMeasures of teacher—student relationship qualityTeacher-student relationship qualityDiverse educational settingsEvolutionary developmental psychologyHigh school studentsNon-verbal immediacySelf-report measuresThree-factor structurePsychometrically sound instrumentConfirmatory factor analysisStudent motivationEducational contextTeacher questionnairesEducational settingsLearning outcomesEducational psychologySchool studentsWorking allianceFactor structureDevelopmental psychologyPreliminary supportDiscriminant validityGood model fitTeachers
2024
Achieving the educational mission: Are Connecticut school nurses valued?
Batten J. Achieving the educational mission: Are Connecticut school nurses valued? Psychology In The Schools 2024, 61: 1514-1531. DOI: 10.1002/pits.23123.Peer-Reviewed Original ResearchSchool nursesEducational missionEducational successAcademic successStudents' educational successStudents' academic successAdequate professional developmentEducation leadersEducation settingsEducation environmentSchool administratorsEducation accessEducational settingsProfessional developmentWorkload expectationsStudentsEqual partnershipQualitative studyEducationCritical partnersMore accessVital partnerProfessionalsImmediate health needsEquitable healthcareMental health in Kindergarten to Grade 12 schools during the COVID-19 crisis: Literature review and survey suggesting multi-tiered support systems
Li D, Li Y, Zheng Z, Zhou X, Castro D, Vermund S, Brault M. Mental health in Kindergarten to Grade 12 schools during the COVID-19 crisis: Literature review and survey suggesting multi-tiered support systems. Medical Research Archives 2024, 12 DOI: 10.18103/mra.v12i4.5179.Peer-Reviewed Original ResearchMulti-tiered systemCOVID-19 pandemicNon-teaching staffMental health concernsMental healthAnalysis of survey resultsPsychological Well-BeingSchool communityEducation systemEducational settingsTeaching staffEducational environmentK-12School staffPeer interactionGrade schoolSchoolMental health support programKindergartenEmergence of mental health problemsStudentsHealth support programContinuity of careReview of relevant literatureMental health interventions
2022
Masking in early child care and COVID-19 infection
Murray T, Malik A, Gilliam W. Masking in early child care and COVID-19 infection. TheScienceBreaker 2022, 8 DOI: 10.25250/thescbr.brk665.Peer-Reviewed Original ResearchThe future of teaching management reasoning: important questions and potential solutions
Abdoler E, Parsons A, Wijesekera T. The future of teaching management reasoning: important questions and potential solutions. Diagnosis 2022, 10: 19-23. PMID: 36420532, DOI: 10.1515/dx-2022-0048.Peer-Reviewed Original ResearchConceptsReasoning skillsManagement reasoningDiagnostic reasoning skillsImplicit biasSuccessful teachingLearners’ reasoningLearning environmentEducational settingsLearner's levelEducational questionsClinical reasoningDiagnostic reasoningEquity perspectiveTeachingSkillsHigh-value careReasoningManagement scriptsLearnersMetacognitionDiscussionQuestionsIterative processFostersSpringboard
2021
A Structured Peer Assessment Method with Regular Reinforcement Promotes Longitudinal Self-Perceived Development of Medical Students’ Feedback Skills
Tzeng A, Bruno B, Cooperrider J, Dinardo P, Baird R, Swetlik C, Goldstein B, Rastogi R, Roth A, Gilligan T, Rish J. A Structured Peer Assessment Method with Regular Reinforcement Promotes Longitudinal Self-Perceived Development of Medical Students’ Feedback Skills. Medical Science Educator 2021, 31: 655-663. PMID: 34457918, PMCID: PMC8368272, DOI: 10.1007/s40670-021-01242-w.Peer-Reviewed Original ResearchPeer assessment methodFeedback skillsVerbal feedbackSmall group sessionsMedical education settingCommunication skills courseStudents' perceptionsMedical school classConstructive peer feedbackPeer feedback skillsPeer feedbackTwo-year coursePeriodic questionnairesWritten feedbackNon-usersFeedback deliveryRegular reinforcementPeer assessment frameworkAssessment methodsYear 1Year 2Educational settingsSkills courseSchool classesSkill orientation
2020
Negotiation and Assessment as Tools for Tailoring Anatomy Courses to Allied Health Programs
Rizzolo L, Stewart W, Garino A, Pellico L. Negotiation and Assessment as Tools for Tailoring Anatomy Courses to Allied Health Programs. 2020, 509-517. DOI: 10.1007/978-3-030-43283-6_49.ChaptersAnatomy courseEducational programsAllied health programsCourse goalsEducational settingsMedical studentsHealthcare disciplinesGraduate nursesEarly yearsAnatomical knowledgeCourseSkillful negotiationHealth programsProgramPhysician assistantsLittle standardizationStudentsStakeholdersOwn requirementsQuestionsDisciplinesInstitutionsNegotiationsExperienceAssistants
2018
A Primer on R for Numerical Analysis in Educational Research
Prokop T, Wininger M. A Primer on R for Numerical Analysis in Educational Research. Frontiers In Education 2018, 3: 80. DOI: 10.3389/feduc.2018.00080.Peer-Reviewed Original ResearchThinking Aloud with a Tutoring Robot to Enhance Learning
Ramachandran A, Huang C, Gartland E, Scassellati B. Thinking Aloud with a Tutoring Robot to Enhance Learning. 2018, 59-68. DOI: 10.1145/3171221.3171250.Peer-Reviewed Original ResearchThink-aloud strategyLearning gainsEnhance learningSocial robotsMetacognitive strategy useComplex problem-solving tasksRobotic platformProblem-solving supportProblem-solving tasksTutoring sessionsYoung learnersEducational settingsLearning outcomesTutoring interactionsMetacognitive techniquesTutor robotGrowing body of researchThink-aloudStrategy useBody of researchTutorsLearningBetween-subjects studyMental effortPersistent gains
2014
Negotiation and Assessment as Tools for Tailoring Anatomy Courses to Allied Health Programs
Rizzolo L, Stewart W, Garino A, Pellico L. Negotiation and Assessment as Tools for Tailoring Anatomy Courses to Allied Health Programs. 2014, 363-371. DOI: 10.1007/978-3-319-08930-0_39.ChaptersAnatomy courseEducational programsAllied health programsCourse goalsEducational settingsMedical studentsHealthcare disciplinesGraduate nursesEarly yearsAnatomical knowledgeCourseSkillful negotiationHealth programsProgramPhysician assistantsLittle standardizationStudentsStakeholdersOwn requirementsQuestionsDisciplinesInstitutionsNegotiationsExperienceAssistants
2012
Using Online Learning and Interactive Simulation To Teach Spiritual and Cultural Aspects of Palliative Care to Interprofessional Students
Ellman MS, Schulman-Green D, Blatt L, Asher S, Viveiros D, Clark J, Bia M. Using Online Learning and Interactive Simulation To Teach Spiritual and Cultural Aspects of Palliative Care to Interprofessional Students. Journal Of Palliative Medicine 2012, 15: 1240-1247. PMID: 22917274, DOI: 10.1089/jpm.2012.0038.Peer-Reviewed Original ResearchConceptsInterprofessional educational programFree-text responsesLearning objectivesEducational programsInterprofessional aspectsPostworkshop questionnairesCase-based learning modulesFuture professional workHealth professional studentsInteractive simulationDiverse studentsEducational qualityInterprofessional studentsOnline learningEducational settingsProfessional studentsLearning modulesStudentsOnline interactiveSimulation workshopProfessional workInterprofessional teamSocial workOwn disciplineProfessional representation
2011
Schoolwide Positive Behavior Support in an Alternative School Setting
Farkas M, Simonsen B, Migdole S, Donovan M, Clemens K, Cicchese V. Schoolwide Positive Behavior Support in an Alternative School Setting. Journal Of Emotional And Behavioral Disorders 2011, 20: 275-288. DOI: 10.1177/1063426610389615.Peer-Reviewed Original ResearchAlternative school settingsSchool settingsProgram evaluationTier 1 implementationStudent outcome measuresAlternative educational settingsPositive behavior supportEducational settingsBehavior supportImplementation fidelityGrade 5Social validityPaucity of researchLiterature baseStudentsEmotional disturbancePositive impactAdditional supportBehavioral support interventionsSchoolsSettingSupport interventionsSupportBehavioral strategiesResearch
2009
Creativity Assessment in Higher Education
Schreiner C, Charyton C, Ivcevic Z, Plucker J, Kaufman J. Creativity Assessment in Higher Education. 2009, 78-96. DOI: 10.4018/978-1-60566-667-9.ch005.Peer-Reviewed Original Research
1998
Supported education as an empowerment intervention for people with mental illness
Bellamy C, Mowbray C. Supported education as an empowerment intervention for people with mental illness. Journal Of Community Psychology 1998, 26: 401-413. DOI: 10.1002/(sici)1520-6629(199809)26:5<401::aid-jcop1>3.0.co;2-u.Peer-Reviewed Original ResearchPostsecondary educationEducation programsPerspective of studentsEducational settingsEducationFocus groupsPersonal empowermentStudentsIntervention emphasisCollective empowermentProgramEmpowermentGroup supportIndefinite postponementMental illnessDisability onsetMental patientsEarly adulthoodSupportEmphasisEmpowerment interventionThemesAdvocacyInnovationRecent innovations
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