The current study investigated special education teacher use of and perspectives on video modeling (VM) interventions to improve skills of students with disabilities using survey methodology. To date, no studies were found that explicitly examine teachers’ use of and perspectives on VM. The primary purpose of this study was to estimate the number of teachers using VM and to begin to identify where, with whom, and with what types of skills have been targeted via VM. Further, we identified possible barriers that hinder or prevent teachers from implementing VM. Results showed that only 26.1% of participants reported using VM with a student and the most commonly reported barriers included lack of training, access to necessary resources, and time to create videos. Findings may be used to guide future research on ways to make VM implementation easier and more manageable for teachers.
Background:
The purpose of this pilot study, a replication of a study that originated in Australia for large classroom sizes, was to assess the effect of a culturally sensitive simulation-based pedagogical strategy on student learning.
Method:
This quasi-experimental approach, using a pretest–posttest design with a nonequivalent simulation (
n
= 43) and nonsimulation (
n
= 73) group, mimics an approach called Tag Team Patient Safety Simulation. A scenario was enacted focusing on the cultural needs of Nasifah, a 67-year-old woman requiring home-based palliative care. Challenging conversations were navigated by participants and observers through the engagement of antagonist and cue cards.
Results:
The simulation-based strategy improved student understanding of working with culturally sensitive populations.
Conclusion:
This improvement had no greater learning effect than with the traditional based pedagogical strategy. However, student engagement may have been greater. The need to measure retention, the implications of the findings, the limitations of the study, and directions for future research are discussed.
[
J Nurs Educ.
2019;58(10):591–594.]
Drawing on recent ethnographic research with 'non-traditional' humanities and social science students at a 'new' university in the North West of England, this paper explores their contradictory experiences of alienation and engagement, and their a itudes to institutional 'Widening Participation' initiatives. It argues that these students' institutional survival depends on negotiating the confl icting expectations of their academic relationships and their day-to-day social responsibilities beyond the university.What might these fi ndings mean for anthropology's own pedagogic strategies? The paper ends by suggesting that a subject that asks its students fundamentally to question their established senses of self and 'home' may pose a further challenge for students for whom strained personal and domestic relationships, ambivalence and self-doubt are dominant motifs of their whole university experience.
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