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A STUDY OF ATHLETIC TRAINING EDUCATION FACULTY ATTITUDES’ TOWARD INSTRUCTIONAL TECHNOLOGY AND THEIR EXTENT OF UTILIZATION OF THAT TECHNOLOGYAustin, Jennifer M. 14 July 2004 (has links)
No description available.
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Professional Development of Novice Athletic Training FacultyBlood, Kenneth J. 09 July 2021 (has links)
No description available.
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Nutrition Competency of Certified Athletic TrainersMarinaro, Laura M. 02 September 2008 (has links)
No description available.
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Use of Simulated Patient Experiences in Athletic Training Education: Incorporating an Action Research ApproachPietz, Katharine 18 April 2023 (has links)
No description available.
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Athletic Training Students' Perceptions of Their Academic Preparations for the Board of Certification ExaminationWhitman, Amy B. 23 April 2008 (has links)
No description available.
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Development and Validation of an Athletic Training Knowledge Assessment ToolAnderson, Alyssa S. 09 June 2014 (has links)
No description available.
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Professional Athletic Training Students' Grit and Achievement Goal Orientation Effect on Persistence in an Athletic Training ProgramHarnar, Hannah M. 06 August 2019 (has links)
No description available.
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Athletic Trainers’ Perceptions on the Adequacy of their Professional EducationDicus, Jeremy R. 11 September 2012 (has links)
No description available.
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Athletic Training Education ReformHanson, Caroline E. January 2020 (has links)
No description available.
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Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational CoSchellhase, Kristen 01 January 2009 (has links)
The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.
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