This study seeks to develop and evaluate a program of selfinstructional drill materials for improving the ability of students to detect pitch errors in choral singing. The specific purposes of the study are as follows: (1) To develop and validate a visualaural test for pitch-error detection; (2) to develop a visual-aural, self-instructional program for improving the ability of students to detect pitch errors; and (3) To determine whether the program of self-instructional drill materials modifies the ability to detect pitch errors. In the first phase of this three-phase study, a body of testing materials was assembled, pilot-tested, edited, and judged reliable for use. In Phase II a body of self-instructional, programmed drill materials was assembled, pilot-tested, corrected, and judged ready for evaluation. In Phase III the procedures were as follows: (1) the subjects for whom the program was intended were administered a pretest of their pitch-error detection ability; (2) one group (A) participated in the programmed drill materials developed, while the other group (B) used no programmed materials; (3) both groups were administered a midtest to determine whether there was any change; (4) the latter group (B) participated in the programed drill materials developed, while the first group (A) no longer used the programmed materials; (5) students in both groups were administered a posttest to deterine the effectiveness of the programmed drill materials in developing the ability to detect pitch errors while reading the vocal score.

The purpose of this study was to determine the effects of participation in a Computer-Assisted instructional program (CAI) on fourth grade student attitudes and achievement in reading and mathematics. This study, based on Campbell and Stanley's quasiexperimental design 10, utilized Diascriptive Reading software for the CAI mathematics group and Milliken Math Sequences software for the CAI mathematics group and was completed by 242 students. The time span between pretests and posttests was seven months. Iowa Tests of Basic Skills, Level 10, Form 7/8 was used for achievement testing and Estes Attitude Scale was used for attitude testing. Analysis of covariance was used to determine significance at the .05 level. The findings for this study were: 1. Reading Comprehension posttest scores were significantly higher for the control group than for the reading experimental group; 2. Reading Comprehension posttest scores were not significantly higher for boys than for girls within the reading experimental group; 3. Total math posttest scores were significantly higher for the mathematics experimental group than for the control group; 4. Concepts and Computation math subsets posttest scores were significantly higher for the mathematics experimental group than for the control group. There were no significant differences between the posttest scores of the two groups for the Math Problem Solving subset; 5. Total Math posttest scores were not significantly different for boys than for girls within the mathematics experimental group; 6. Attitude toward reading posttest scores were significantly higher for the reading experimental group than for the control group; 7. Attitude toward reading posttest scores were not significantly different for the boys than for girls within the reading experimental group; 8. Attitude toward mathematics posttest scores were significantly higher for the mathematics experimental group than for the control group; 9. Attitude toward mathematics posttest scores were significantly higher for girls than for boys within the mathematics experimental group.

The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.

Introduction: The field of SLP continues to expand, posing challenges to academic and clinical preparation of SLPs (Roth, 2015; Mason et al., 2020). According to Carozza (2019), this rapid growth has led to an increase in the roles and responsibilities for SLPs, including managerial and leadership roles. Leadership in healthcare professions is a developing field and has gained new importance with the global COVID-19 pandemic. According to ASHA’s Professional Issues Statement on the roles and responsibilities of Speech-Language Pathologists in schools (ASHA Practice Policy, 2019), leadership is an important core role and responsibility. This leadership role is performed in advocacy, supervision and mentorship, professional development, parent training and research (ASHA, 2016). Current literature reveals an emphasis on leadership in both Interprofessional Education (IPE) and Interprofessional Practice (IPP). This development emphasizes the importance of exploring leadership in school-based SLPs. Secord (2007) stated that SLPs who are in a leadership capacity can profoundly influence school-based practice. Aim: The purpose of this study is to explore leadership from the perspective of school-based SLPs through survey research. Methods: An exploratory, descriptive, quantitative research design was selected to explore the personal perspectives of school-based SLPs regarding their training in, perceptions of, and experiences regarding leadership. An online survey was developed to answer the following research questions: (1) What leadership training have school-based SLPs been exposed to? (2) What leadership positions do school-based SLPs hold? (3) What leadership characteristics do school-based SLPs consider to be essential for leadership in schools? (4) Which specific needs do school-based SLPs have relating to their leadership roles and goals? A total of 112 practicing school-based clinicians acted as respondents. Descriptive and inferential statistics were used to analyze the data. Thematic analysis was done on the results obtained from the open-ended question. Summary: 92% of the respondents reported that they did not receive any form of leadership education in their graduate program. Only 7% responded that they felt prepared for a leadership position upon graduation. 54% of school-based SLPs reported that they currently hold a leadership position within their school. Some of the leadership characteristics, skills, and strategies identified to be the most important include building trusting relationships; strong collaboration skills; being a good communicator; demonstrating inclusivity; prioritizing students; communicating regularly with teachers; and implementing evidence-based practice. Additionally, the important leadership characteristics to implement during a crisis such as the COVID-19 pandemic were identified as effective and clear communication, flexibility, and the ability to provide clear directions to initiate and maintain action. 59% of the respondents indicated that they would be interested in receiving further information on developing leadership skills in the schools, the most popular preferences being continuing education courses, in-service training, and ASHA annual conventions. The findings indicate an urgent need for increased leadership training in SLP graduate institutions, which may serve to increase both the numbers of school-based SLPs who hold a leadership position, as well as the quality of leadership that school-based SLPs provide within their positions.

INTRODUCTION: The United States is currently experiencing a shortage of physicians that is projected to worsen substantially over the next decade. Rural regions are most affected by this shortage, with some statistics estimating that the physician-to-patient ratios reach 1 to 2500 in certain areas. While some measures have been taken to help combat this shortage, such as increases in medical school enrollment and the development of more residency training programs, additional interventions are needed that target rural regions specifically. One of the most powerful methods to improve this rural maldistribution of physicians is to make changes in medical education so that it trains and deploys more individuals who wish to practice in rural areas. The Quillen College of Medicine (QCOM) places tremendous focus on training rural physicians, with around 25% of students selecting an alternate educational curriculum that provides them with specific training in rural communities. To further QCOM’s commitment to improving rural healthcare, we hosted a no-cost, week-long camp for high school students. We specifically recruited students from the surrounding rural regions, as studies have demonstrated that students with rural origins are more likely to train in primary care and return to practice in rural areas. We hypothesize that earlier exposure to the medical field through summer camps is an effective method to increase the number of students from rural communities who wish to pursue careers in medicine. METHODS: The 2018 camp was held the week of June 4-8 and hosted 20 students from surrounding high schools. Throughout the week, the students engaged in a variety of fun and engaging activities that taught them about many important aspects of medicine such as proper patient care, communication skills, physical exam techniques, and critical thinking skills. We utilized both the Medical Simulation Lab and Standardized Patient Center at the Quillen College of Medicine, which allowed the students to interview, diagnose, and treat patients with various conditions in a simulated environment. Our objective was not to have the students accurately diagnose and treat the conditions, but rather to utilize teamwork, employ critical thinking skills, and enjoy doing it. Our data was collected pre- and post-surveys which contained closed-ended questions, Likert scales, and free-response questions. The surveys assessed demographic information, previous exposure to the medical field, interest in the medical field, and perceived potential obstacles in pursuing a career in medicine. RESULTS: Student feedback was positive overall. 65% of students stated they were more knowledgeable about the steps they needed to take to become a physician. 55% of participants reported an increased desire to pursue a career in healthcare. 45% of students reported an increased desire to become a physician. CONCLUSIONS: We conclude that earlier medical exposure through summer camps is an effective method for increasing the number of students from rural East Tennessee who are interested in pursuing a career in medicine. We believe that similar opportunities should be offered to a greater degree in other areas to help combat the physician shortage affecting rural regions nationwide.