¡@It has been a world wide focus on applying information technology (IT) to learning, and a principal educational policy on integrating IT with teaching. The application of IT to teaching and learning relies on teachers¡¦ and students¡¦ adaptation to digitalized teaching materials. Exploring the factors affecting teachers¡¦ attitude and tendency of using digitalized teaching materials will, beyond doubt, assist the promotion of diffusing IT to teaching. A related research of technology acceptance model (TAM) indicates that the availability and easiness of using scientific and technical products are the leading factors whether a user will accept the product. As digitalized teaching materials can be considered as a kind of scientific and technical products, the availability and easiness of using the products should be also the critical factors when teachers and students choose and apply the digitalized teaching materials. This study adopts TAM to verify the exploration results of teachers¡¦ and student¡¦attitude about digitalized teaching materials. Since the unbalance of frequency in using digital material for teaching between teachers, we separate samples into two groups, i.e. fresh users and advanced users. Fresh users are teachers who have never actually used digital materials in teaching but ever practiced them; Advanced users are those who sometimes or often apply them in instruction activities. For students, we choose students who are taking courses through network as the sample space. According to literatures and practical experience, the external factors are the characteristics of digitalized teaching materials, teachers¡¦ and students¡¦ information literacy, and the interaction between teachers or between learners respectively. This study takes the aforementioned three factors as independent variables to analyze the relationship between usefulness and easy-of-use (dependent variables), and, in addition, takes usefulness and easy-of-use to inquire the acceptance attitude. Furthermore, multiple regression analyses are conducted to obtain their relationships. The research proceeds with questionnaires. Subjects for filling out questionnaires are selected from teachers participating workshops on integration IT with teaching or digitalized teaching material announcement. The results show that the fresh user teachers with three external factors conform with the TAM, while the advanced user teachers do not conform with TAM at all. Furthermore, students in these three external factors have the same result with that of fresh user teachers. These results improve our understanding of the external factors affecting the acceptance of digitized teaching materials, which can be used for developing the promotion campaign of digitized teaching materials. Keyword: Integration of Information Technology with Teaching, digitalized teaching materials, technology acceptance model

Inclusion of students at all levels is a challenge. The acceptance of this challenge, however, has been mandated by the No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004. Co-teaching is one among the service delivery models of inclusion implemented in the general education classroom (Rea & Connell, 2005; Weiss & Lloyd, 2002). This study compared the achievement of general education students in general education classes to the achievement of general education students in co-teach classes to determine if there is a significant difference in the achievement of general education students because of participation in a co-teach classroom instructional arrangement. The population of this quantitative study consisted of secondary general education students from a large suburban school district in Texas conducting science and social studies courses in both co-teach and non-co-teach classrooms. The t-test for the two independent samples was used to determine the statistical difference between the mean Science scores and the mean social studies scores of the treatment group and the comparison group on the Texas Assessment of Knowledge and Skills in science and social studies. An alpha level of .05 was used as the standard of significance on all tests. Two-way ANOVA was used to determine student achievement differences in treatment and/or comparison groups by gender, ethnicity, English language learner status, and socioeconomic status. Post-hoc analysis of the impact of ethnicity was also undertaken. Results indicate that general education students performed at higher levels in regular Science classes than in co-teach science classes. Results also concluded that general education students performed at higher levels in regular social studies classes than in co-teach social studies classes. Significant student achievement variations were also found to be correlated with each of the other variables considered. Recommendations for further research and stakeholders were provided.

Class of 2013 Abstract / Specific Aims: The aim of this study was to compare memory retention between two methods (the teach-back method and the standard method) of educating subjects about mock prescription medications during a simulated counseling session. Methods: Men and women ages 18 to 89 years located on the University of Arizona main campus were recruited to participate. Blinded subjects were randomly placed into either the teach-back method or standard counseling method group. The standard method involved telling the subject eight counseling points about two separate fictitious medications while the subject handled mock prescription bottles. The teach-back method added to the standard method by asking three open-ended questions to recall what was taught and correct any misunderstandings. Memory retention was assessed within 5 minutes by a blinded investigator who asked 6 questions concerning the first hypothetical drug. The total score of correct answers between subjects in the two groups were compared using the Mann-Whitney U test. Also, demographic characteristics (age, sex, education, current prescription use) were compared. Main Results: A total of 62 subjects were enrolled in the study. Subjects in the teach-back method remembered one more counseling point on average compared to those in the standard method (median 6 vs 5, mode 6 vs 5, teach-back and standard respectively; Mann-Whitney U test: Z= -3.08, p=0.0021). Conclusion: The teach-back method is a quick and easy counseling method health care providers can use in their daily practice to improve memory retention by patients who receive new medications.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / A secondary school has been declared dysfunctional based on the poor matriculation results they have produced over a number of years. This has resulted in teachers’ negative attitude towards the school activities, thus creating management challenges for the school management team. The aim of this study was to investigate the influence of time management behaviour among teachers and learners on learning and teaching environment. This case study intended to achieve three objectives, which are to identify time management practices among teachers and learners having impact on learning and teaching; to establish the effect of time management on learning and teaching as well as to suggest strategies that may have positive impact on time management behaviour among teachers and learners. To achieve the objectives of the study, I used qualitative research design collecting data through interviews and observation. I used purposive sampling to select participants for this study. Data analysis was done through ATLAS.ti, which coded data into themes and subthemes. Result of this study showed that learners and teachers were found to have poor time management behaviour which had a negative influence on the quality of teaching and learning. / National Research Foundation Of South Africa (Grant Number: CPT160513164973 and 105246)

Limited health literacy is a national problem. Nurses are in a position to address patients' limited health literacy skills using a universal precautions approach through the teach-back process. The purpose of this project was to plan a program to educate nurses on best practices in patient education. The theoretical framework informing this work was Bandura's social cognitive theory, which asserts that increases in knowledge and self-efficacy are precursors to affecting behavior change. The logic model was used to guide the project planning processes. Evidentiary sources included literature obtained online and through database searches, input from a team of experts and institutional stakeholders, and surveys from project participants. Ongoing evaluation analyses of team members' feedback allowed for real-time changes to program content and meeting logistics. Team members' agreement about the meaningfulness of the project's goal, activities, and leader effectiveness revealed a mean score of 4.64 out of 5. Team members indicated that teach-back could improve patients' self-management ability and understanding of disease processes. The project outcome was a nurse education toolkit containing easy access to comprehensive learning resources tailored for use at a critical-access hospital. Nurses can positively impact social change by honing skills in the teach-back process as a way to evaluate patients' understanding of self-management and understanding of disease processes. The patients' understanding of educational materials pertinent to their disease process, self-care, and discharge is vital to their well-being and safety in the post hospital environment.

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Esta tese, inserida nos campos da Linguagem e da Educação, tem como objetivo principal promover uma discussão de caráter teórico-reflexiva sobre as noções de escrita, autor e autoria a fim de pensar sobre as possibilidades de trabalho com a escrita de autoria e a constituição do sujeito-autor no contexto escolar. Para tanto, são propostos dois encaminhamentos. Inicialmente, conceitua-se a escrita autoral como sendo resultado de uma experiência que permite a passagem do eu ao lugar de sujeito; ou seja, como a materialização de um processo, atravessado pela subjetividade, que permite ao sujeito sustentar seu desejo pela escrita, imprimindo nela trabalho e responsabilidade. Ainda nessa parte, considerando as configurações de autor e autoria propostas por Michel Foucault, Mikhail Bakhtin e Roland Barthes, e da noção de sujeito encontrada na psicanálise de Sigmund Freud e Jacques Lacan, elabora-se uma noção de sujeito-autor e autoria que permite promover um diálogo com a experiência de escrita defendida nesta pesquisa. No primeiro caso, considera-se que o sujeito-autor seja o elemento que articula as significações que dão forma àquilo que o escritor real busca esculpir. Nesse sentido, o sujeito-autor não é apenas uma função exercida pelo indivíduo que escreve, mas é também aquele que, sem nada saber sobre o próprio processo de escrita, ao ser atravessado pela linguagem, gera nela efeitos de sentido que não podem ser determinados de antemão pela função do autor, pois só passa a existir no momento em que escrita acontece. No segundo, entende-se a autoria como sendo um fenômeno que acontece fora da linguagem por se tratar da própria experiência subjetiva e inconsciente do escrever. Ela é um pressuposto da ação daquele que escreve e daquele que lê o discurso escrito, promovendo-o ao status de obra de determinado autor. Configurando-se como estudo de casos, na segunda parte do trabalho, são apresentados os encaminhamentos da pesquisa de campo, realizada em uma escola particular, a fim de analisar as possibilidades da escrita autoral e da constituição do sujeito-autor no contexto escolar. Para tanto, examinase o processo de escrita de quatro estudantes, observando que a escrita, na escola, é valorizada por sua função instrumental: é quase sempre um pretexto para que o estudante possa aprender outros conteúdos; ou é apresentada a partir de modelos que devem ser seguidos a fim de responderem às demandas escolares. Dessa forma, a escrita é promovida como uma ação desconectada da experiência subjetiva e singular do escrever, impedindo a autoria e a constituição do sujeitoautor. A escrita autoral, nesse contexto, tratada pelo lado de fora da experiência, perde-se, porque é justamente nessa experiência que ela tem a possibilidade de existir. / This thesis, inserted in the fields of the Language and the Education, has as objective main to promote a theoretical-reflexive discussion on the writing, author and authorship in order to think on the possibilities of work with the writing of authorship and the constitution of the subject-author about the scholar context. Considering two ways. Initially, the conception of authorial written is seen as being resulted of an experience that allows the passing of I to the subject place; that is, as the materialization of a process, crossed for the subjectivity, that allows the subject to support its desire for the writing, printing in it work and responsibility. Considering the configurations of author and authorship proposals for Michel Foucault, Mikhail Bakhtin and Roland Barthes, and of the notion of subject found in the psychoanalysis of Sigmund Freud and Jacques Lacan, is elaborated a notion of subject-author and authorship that allows to promote a dialogue with the experience of writing defended in this research. In the first case, it is considered that the subject-author is the element that articulates the significations that give form what the real writer search to sculpture. In this direction, this subject is not only one function exerted for the individual that write, but is also that one that, without nothing to know on the proper process of writing, to the being crossed for the language, generates in it effects of sense that cannot be determined of beforehand by the function of the author, therefore only starts to exist at the moment that written happens. In the second case, the authorship is understood as being a phenomenon that happens outside of the language because dealing with the proper subjective and unconscious experience of writing. It is one estimated of the action of the writer and of who reads the written speech, promoting it to status of workmanship of determined author. In the second part of this thesis, configuring itself as study of cases, the leads of the research of field are presented, realized in a particular school, in order to analyze the possibilities of the authorial writing and the constitution of the subject-author in the scholar context. The process of writing of four students is examined, observing that the writing, in the school, is valued by its function instrumental: it is almost always an excuse so that the students can learn other contents; or it is presented from models that must be followed in order to answer the school demands. Of this form, the writing is promoted as one action disconnected from subjective and singular experience of writing, hindering the authorship and the constitution of subject-author. The authorial writing, in this context, treated for the outside of the experience, is lost, because is exactly in this experience that it has the possibility to exist.

Within the disciplines of education and political science, the phenomenon of the voluntary transfer of policy ideas or practices from elsewhere, or “policy borrowing”, is often the topic of intense debate and study. The study of policy transfer also has strong links with the field of diffusion. Scholars in these fields study cases of policy transfer to understand (1) what motives and mechanisms cause policy diffusion and transfer, and (2) how policies are adapted, or reinvented, in the process of being transferred. The majority of such studies have focused on state-to-state cases of policy transfer involving predominantly government actors. Yet, a growing but still limited number of studies have considered the ways policy entrepreneurs have initiated transfer and utilized networks to bring about and implement policy ideas taken from elsewhere. Teach First provides a unique case-study through which to investigate the role of policy entrepreneurs and networks in shaping the process of policy transfer and reinvention. Teach First launched in 2002 as a non-profit organization and innovative teacher training programme based in London. The scheme, proposed and implemented by leaders within the private sector but heavily funded by the central government, was publicly linked to the U.S. programme Teach For America (TFA). Like TFA, Teach First’s purpose was to improve the schooling of disadvantaged pupils by recruiting elite university graduates to teach for two years in under-resourced schools. My research aimed to uncover how and why this policy was first conceptualized and launched as well as how it was reinvented in the process by those individuals and groups involved. Thus, through a case-study of Teach First’s emergence, this study investigates: What roles do policy entrepreneurs and networks play in policy transfer and diffusion processes? and How are policy entrepreneurs and networks involved in reinventing policy during the transfer process? To explore these research questions, I carried out semi-structured interviews with more than 50 individuals from various sectors who were involved in the creation of either Teach First or TFA. After transcribing all interviews, I used a form of narrative analysis to reconstruct the policy story of how Teach First emerged. In the process, I uncovered and accounted for the diversity of motives, institutional pressures, and contextual factors shaping Teach First’s development with a focus on the policy entrepreneurs and networks. Drawing on previous research in policy transfer, innovation-diffusion, and institutionalism to analyze the policy story, I concluded that both policy entrepreneurs and networks were responsible for bringing about transfer of TFA to England and shaping the nature and extent of its reinvention. This temporal process was furthered shaped by the highly politicized nature of initial teacher training in England, which limited the autonomy of policy entrepreneurs and forced further adaptation of Teach First in ways that its original sponsors had not intended. I also discovered that, while the TFA model played an influential role in this process, TFA was not generally used as a guiding model during implementation. Furthermore, I argue that in the process of mobilizing support for Teach First and implementing the idea in its first year, a new network emerged and represented a potentially influential new voice in education. This study aims to contribute to (1) the knowledge of the roles of policy entrepreneurs and networks in policy innovation, diffusion, and transfer and (2) the growing but still limited research on Teach First. This study also provides a foundation for further studies of Teach For All, an organization co-founded in 2007 by Teach First and TFA, which works to spread the programme globally. Through Teach For All, at least thirty-eight other countries now have programmes modeled on TFA and Teach First, though little research has examined how Teach First came about and spread in this way. Finally, the research also illustrates the value of a methodology not often used in transfer studies – narrative reconstruction – through which data is formed into a storied narrative to account for the complexities of the contexts and the socially–constructed views of the diversity of actors involved in policy-making and transfer.

Discharge instructions and medication directions can be overwhelming for older adults, which can lead to potential medication errors, noncompliance, readmissions, and patient safety concerns. At a specialty lung clinic, the goal is to improve patient safety and to decrease the chance of errors by standardizing the discharge process via a Teach-Back education policy and protocol. Without consistency, there is a potential for mistakes and misunderstandings. The Agency for Healthcare Research and Quality (AHRQ) and the Institute for Healthcare Improvement (IHI) considers the Teach-Back discharge method as best practice and should be considered universal practice among health care workers. Using the Always Use Teach-Back Toolkit for education and evaluation provided strategies and resources for the project. Five nurse practitioners and a physician assistant, who are responsible for discharge instructions, participated in the study by viewing an online teaching module and completing written surveys. The Conviction and Confidence Tool revealed 100% of the clinicians agreed that Teach-Back education was '10-Very Important' and were '10-Very Confident' in their abilities to apply the Teach-Back methods using a 1-10 Likert scale. Likewise, the practitioners showed significant improvements when comparing the pre-implementation and one-month, post-policy implementation, as indicated in the paired t test of the second part of the Conviction and Confidence Teach-Back Tool. Nursing plays a pivotal role in positive social change by using an evidence-based education method, which improves patient care through medication compliance and decreased readmission rates, thus showing significant transformation in chronic health management.

This mixed-method study used a survey and semistructured interviews to learn how new Arizona community college teachers learned to teach, how available certain learning experiences and effective professional development activities were, how valuable teachers perceived those learning experiences and activities to be, and if there were any factors that underlie how new community college teachers learned to teach. The survey questioned whether 26 learning experiences were available to new community college teachers, and whether they had participated in professional development activities conducted using critical reflection, peer group conferencing, professional development cases, and active learning. All of these activities were available to the majority of new teachers except for professional development cases, which were available to only 38% of respondents. The perception of these community college teachers was that active learning, critical reflection, and peer group conferencing were more valuable than other more typical faculty development activities. The researcher expected that professional development cases would be rated more highly than typical faculty development activities; however, the survey respondents who reported participating in professional development cases rated them as equally valuable to other faculty development activities, but not higher. The researcher discovered six factors that underlie the process new Arizona community college teachers used to learn to teach. They were guidance from others, receptive communications, formalized teacher training, personal resources, experimentation and reflection, and student perspective. The process that new Arizona community college teachers used to learn to teach can be explained by the adult learning theory of transformative learning. They valued learning experiences that were reflective and applicable to the classroom. They benefitted from professional development activities that used the principles of transformative learning theory such as active learning, critical reflection, and peer group conferencing. Learning to teach was a process that included challenging and changing their assumptions about what happens in a community college classroom. They adjusted their assumptions and their teaching behaviors with time and experience.