133 results on '"INTERNSHIP programs"'
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2. Preparing Principals through High-Quality Internships. Policy Update. Vol. 30, No. 1
- Author
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National Association of State Boards of Education (NASBE) and Muñiz, Jacqueline
- Abstract
Eighteen percent of principals leave their posts annually, according to the most recent federal data. Departing principals cite inadequate preparation and professional development as a key reason for leaving. Yet principal preparation programs have been slow to keep up with the changing demands of the profession. This policy update shares how state leadership can help equip and retain more school leaders by taking steps to strengthen these programs.
- Published
- 2023
3. NOAA Education Accomplishments Report: Advancing NOAA's Mission through Education, Fiscal Year 2019
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National Oceanic and Atmospheric Administration (NOAA) (DOC)
- Abstract
This guiding document outlines five goals and supporting objectives that help advance National Oceanic and Atmospheric Administration's (NOAA's) mission through education: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Safety and Preparedness; (4) Future Workforce; (5) Organizational Excellence. In this report, NOAA introduces the reader to students whose restoration project saved their shoreline from a hurricane, a meteorology class that learned the art of high-stakes weather forecasting, and an educator from South Dakota who brought his students to a NOAA lab in Mississippi so they could see the ocean for the first time. The stories shared in this report show how today's youth are emerging as the next generation of problem-solvers. Educators and partners empower students to take action and make changes in their schools and communities, whether convincing school administrators to rethink cafeteria waste or educating their communities about climate change. Across these different projects, the reader can see how students gather data, challenge norms, and take the initiative to address environmental problems that they see around them in the places and spaces they care about.
- Published
- 2019
4. Preparing Principals for Pre-K in Illinois: The Prairie State's Story of Reform and Implementation. Education Policy. [Overview]
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New America and Lieberman, Abbie
- Abstract
In 2010, Illinois passed legislation making significant changes to its principal preparation and licensure policies. With the goal of improving student outcomes and closing achievement gaps, the state updated standards for principal preparation programs with a focus on instructional leadership. Illinois's reforms were ambitious, requiring all programs to reapply for approval from the state board of education under the new standards. Included in the legislation was something unique to Illinois-- a call to prepare all principals to lead pre-K students. This overview of the report, "Preparing Principals for Pre-K in Illinois: The Prairie State's Story of Reform and Implementation" includes both a history of the reform efforts and a look at how implementation has fared nearly a decade after the legislation was signed into law. It also offers lessons and recommendations for other states looking to follow Illinois's lead and ensure principals are equipped to lead pre-K and early grade classrooms. [For the full report, see ED599865.]
- Published
- 2019
5. Navigating the Shift to Intensive Principal Preparation in Illinois: Policy Brief
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Southern Illinois University, Illinois Education Research Council, University of Chicago Consortium on Chicago School Research, White, Bradford R., Pareja, Amber Stitziel, Hart, Holly, Huynh, Michelle Hanh, Klostermann, Brenda K., and Holt, Janet K.
- Abstract
In 2010, Illinois became one of the first states to legislatively require a complete redesign of all its principal preparation programs, with the goal of advancing statewide school improvement through strengthening school leadership. This effort was ambitious and sweeping, calling for radical shifts in previous practice, including: (1) A targeted principal endorsement, instead of a general administrative certificate; (2) Formal partnerships with school districts in preparation program design and delivery; (3) More selective admissions criteria and processes; (4) Focus on leading all students, including students with disabilities, English Language Learners, and early childhood education; (5) Collaborative support for candidates from highly qualified faculty supervisors and mentor principals; and (6) A competency-based internship, with an emphasis on demonstrated leadership skills. For many decades prior to the redesign, principal preparation had typically consisted of administrative courses such as school law, finance, and educational theory, followed by an internship consisting of a set number of hours that were mainly spent shadowing a principal. Programs varied greatly in the quality of both course content and mentoring and generally had few, if any, selection criteria beyond what was required by the college or university. Meanwhile, a growing body of research evidence indicated that principals play a critical role in improving student performance and leading effective schools. This research identified the importance of principals as effective instructional leaders rather than simply efficient building managers, and identified key components of effective principal preparation programs, including: targeted recruitment and selection, a rigorous curriculum focused on instruction and school improvement; integration of coursework and fieldwork; and robust, sustained internships that allow candidates to gain leadership experience working with an expert mentor. As a result, traditional principal preparation began to be perceived as providing inadequate training, and principal preparation programs became the target of intense scrutiny. For the past two years, the authors have studied the implementation of Illinois' new principal preparation programs and the changes that have occurred as a result of the new policy. In this policy brief, they highlight key findings and implications from the second phase of the study. The full findings and analysis are presented in the final report. [For the final report, "Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2," see ED567016.]
- Published
- 2016
6. Principal Preparation Program Toolkit
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Illinois State University, Center for the Study of Education Policy
- Abstract
The Center for the Study of Education Policy utilized several grants to develop principal preparation program tools to assist programs in the implementation of the new standards and requirements for the licensure of school principals and assistant principals. Also, with the help of another grant in partnership with several PK-12 school districts, additional tools were developed for both the university and school districts to use in implementing a program for the development of potential principal candidates. The tools found in this toolkit have been developed and used in programming for principal preparation and for the principal preparation program internship. The tools were developed with the assistance of the following Principal Preparation Programs in Illinois: Illinois State University, Loyola University, North Central College, Southern Illinois University Edwardsville, and Western Illinois University; and PK-12 School districts: Bloomington District #87, East Aurora District #131, Quincy District #172, and Catholic Schools of in the Dioceses of Peoria, Rockford and Springfield. The following tools are included: Program Improvement Tool: (1) Logic Model: Illinois Principal Prep Program Continuous Improvement and Review Process; (2) IL Principal Preparation Program Continuous Improvement Cycle (8 Step); (3) Evaluation Capacity Building Matrix; (4) Principal Prep Program Evaluation Self-Assessment Tool; (5) Principal Preparation Program Evaluation Self-Assessment Rubric; and (6) Principal Preparation Program Data Collection Matrix. Program Use Tools: (7) Principal Preparation Program Candidate Self-Assessment Tool; (8) Principal Preparation Program Candidate Assessment Tool (Aligned to the Self-Assessment Tool); (9) Principal Preparation Program Candidate Reference Form (Aligned to the Self-Assessment & Candidate Assessment Tools); (10) Principal Preparation Program Dispositions Assessment Tool & Self-Test; (11) Interview Questions for Potential Principal Preparation Program Candidates--ISLLC; (12) Interview Questions for Potential Principals--IL Performance Standards for School Leaders; and (13) Principal Preparation Program REVISED Internship Assessment Scoring Rubric. Internship Tools: (14) EA&NCC IL-PART Principal Prep Intern Application Process; (15) Internship Competency Checklist; (16) Internship Calendar Sample; (17) Internship Evidence Chart; (18) Internship Overview Sample; (19) QPS-WIU Competency Assessment Log; (20) QPS-WIU Principal Internship Action Plan; (21) QPS-WIU SREB Critical Success Factor Guide; and (22) QPS-WIU SREB Critical Success Factor Log. Mentor Tools and Forms: (23) Mentor Certification Form; (24) Mentor Log Sample; (25) Mentor Intern Meeting Notes Form; (26) Mentor Principal Planning Guide Form Blank; (27) QPS-WIU Interview Questions Principal Mentor; and (28) QPS-WIU Principal Mentor Application. Roles and Responsibilities in the Internship: (29) Responsibilities of Mentor, Supervisor, Intern. Internship Supervisor Tools: (30) ISU Supervisor Intern Meeting Notes Form; and (31) Intern Observation Sample.
- Published
- 2016
7. Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2
- Author
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Southern Illinois University, Illinois Education Research Council, University of Chicago Consortium on Chicago School Research, White, Bradford R., Pareja, Amber Stitziel, Hart, Holly, Klostermann, Brenda K., Huynh, Michelle Hanh, Frazier-Meyers, Mary, and Holt, Janet K.
- Abstract
In 2010, Illinois policymakers sought to advance statewide school improvement by strengthening school leadership. Illinois became one of the first states to legislatively require a complete redesign of all its principal preparation programs with the goal of ensuring future principals would be "highly effective in leadership roles" and prepared "to improve teaching and learning and increase academic achievement and the development of all students" (Programs for the Preparation of Principals in Illinois, 2016). The new requirements, which went into effect in 2014, called for the reauthorization of all programs and several radical shifts from the status quo. First, all programs had to establish formal partnerships with school districts so that they would be more aware of and responsive to district needs. Second, principal internships required candidates to illustrate the mastery of critical competencies rather than complete observations and log hours. Third, principal training was required to emphasize creating instructional leaders able to catalyze school change rather than developing managers. Fourth, programs also needed to prepare all principals to work with all students from pre-K to twelfth grade, including students with disabilities and English language learners (ELLs). Finally, programs were expected to collect and utilize data for continuous improvement. The current study provides the first statewide, in-depth examination of how Illinois programs and their district partners have interpreted this policy and redesigned their training. Overall, the authors find that Illinois' principal preparation has undergone extensive change. While programs vary, many have made significant alterations to courses, staffing, and district partnerships, and the internship experience has undergone a fundamental change. In this report, the authors will describe these shifts and provide stakeholders' perspectives on their successes and the challenges. The following are appended: (1) Project Advisory Board; (2) Methodology; and (3) Supplementary Data Tables.
- Published
- 2016
8. Preparing Youth for College and Career: A Process Evaluation of Urban Alliance
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Urban Institute, Theodos, Brett, Pergamit, Michael R., Edelstein, Sara, George, Taz, and Freiman, Lesley
- Abstract
This report presents baseline and process study findings of an evaluation of the Urban Alliance high school internship program, which provides training, mentoring, and work experience to high school seniors from distressed communities in Washington, DC, Baltimore, Northern Virginia, and Chicago. The report, which focuses on the program's operations in DC and Baltimore in the 2011-12 and 2012-13 program years, explains the internship program model and its various components; describes the characteristics of youth participants; and presents findings from dozens of interviews and focus groups with program staff, youth, job mentors, and other stakeholders. An appendix contains a detailed description of the data and methods used during the course of the process study.
- Published
- 2014
9. Preparing Principals for Success with English Language Learners: Challenges and Opportunities in Illinois
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Reeves, Alison and Van Tuyle, Vicki
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This paper explores the challenges and opportunities of the English Language Learner (ELL) components of Illinois' new principal preparation legislation [Illinois Public Act 96-0903]. In 2011, Illinois passed Illinois Public Act 96-0903 creating new rules for principal preparation programs requiring institutions or organizations certifying students for the principalship to revise programs to align with the legislation. Illinois Public Act 96-0903 focuses on partnerships with schools districts, rigorous candidate selection, an expanded performance-based internship and required program content. With regard to required program content, Illinois Public Act 96-0903 includes provisions that require principal preparation programs to help candidates meet the needs of a few specific populations including English language learners, students with disabilities or 504 plans, and gifted students. Through a review of the English language learner provisions of a newly redesigned principal preparation program at Downstate University, the implications for program implementation and policy are explored.
- Published
- 2014
10. Leadership Preparation Programs: Preparing Culturally Competent Educational Leaders
- Author
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Barakat, Maysaa, Reames, Ellen, and Kensler, Lisa A. W.
- Abstract
The demographic profile of the United States has been rapidly changing; by 2020, minority students will constitute the majority of the public school student population nationwide. This makes cultural competence a necessity for today's school leaders. Educational leadership preparation programs are responsible for preparing culturally competent leaders; however, few programs assess their students' cultural competence. The purpose of this quantitative, cross-sectional, causal-comparative study was to examine whether graduates of educational leadership preparation programs had significantly different cultural competence than those beginning their respective program. The findings of this study suggest that matriculating through a principal preparation program positively correlates with educational leadership students' overall cultural competence, cultural beliefs and motivation, and cultural knowledge. However, there appears to be no significant relationship between completing the program and students' cultural skills.
- Published
- 2019
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11. From Policy to Practice: A Mixed Methods Study of the Principal Internship in Illinois
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Iadanza, Clinton Michael
- Abstract
The purpose of this mixed methods study was to examine the SREB critical success factors being implemented as part of the Illinois PreK-12 principal preparation internship, as well as, the authenticity of the internship process. The following research questions guided this study: (1) To what extent do the 13 SREB critical success factors affect the day-to-day functions of the principalship? (2) To what extent does the perceived effect of the 13 SREB critical success factors differ among targeted populations across the State of Illinois? (3) How does internship facilitation impact instructional leadership? (4) To what extent do the required internship experiences expand or inhibit professional growth? This study examined the perceptions of Illinois PreK-12 principals who participated in the states redesigned principal preparation program. The quantitative methods of the study included analyzing Likert scale survey data administered through a web-based provider. The qualitative methods of the study included open-ended interview questions, also conducted online, or over the telephone. The data was combined to search for themes in the research and offer conclusions. The findings will provide policy makers and educational stakeholders with insight into the perceptions of Illinois principals regarding their internship experiences, the applicability of the measurements being utilized, and interpretation of the process as a whole. The research concluded that PreK-12 endorsed principals in Illinois perceived the internship as an authentic experience. Participants in the study embraced the role of instructional leadership and the methods used to develop their skills. Additionally, the length of the principal internship (twelve months), as well as the mentoring requirements, were perceived as beneficial to principal development. Participants also indicated that various aspects of their day-to-day functions (e.g., student discipline and special education) should receive additional support during their preparation. The data indicated principals perceived SREB critical success factor 5 as the most applicable of the factors. Centered around analyzing data (e.g., student test scores, and teacher assessments) to improve instruction and student achievement, critical success factor 5 was the highest-ranking factor, and the most consistent in terms of statistical analysis. Additionally, evidence to support the quantitative analysis was present in the qualitative data as principals verified their implementation of critical success factor 5 on a consistent basis. The data also indicated principals perceived SREB critical success factor 11 as the least applicable of the factors. Based on the acquisition and use of resources, principals consistently perceived the critical success factor 11 as unbeneficial to their day-to-day functions as a building leader. Confirmation of the quantitative data was evident in the qualitative themes as principals verified the disconnection between critical success factor 11 and the daily operations of the principalship. Recommendations based on the findings included: 1) creating and maintaining an accurate educator database, 2) addressing building level disconnects within principal preparation, 3) addressing preparation concerns of current principals, 4) creating principal pipelines, and 5) continue building upon the well perceived aspects of principal preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2019
12. Student Teaching Abroad: An Experience for 21st Century Teachers
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Landerholm, Elizabeth and Chacko, Jacob B.
- Abstract
Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents, community members, and administrators. The paradigm shift of the 21st century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. Northeastern Illinois University (NEIU) in Chicago over the years has developed many international program experiences for students. Study abroad for a few weeks, a semester or a year provides an intensive way to experience another culture and see other ways of living life. This article takes a close look at a recent NEIU initiative, a program called Student Teaching and Korean Experience (S.T.a.K.E.). Students are able to complete an overseas student teaching internship in South Korea. We will examine students' reflections on their experience.
- Published
- 2013
13. Improving Administrative Internship Programs: Perceptions of Illinois Principals
- Author
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Kersten, Thomas, Trybus, Margaret, and White, Daniel
- Abstract
As the efficacy of educational administration programs has come under increased national scrutiny, one area which has received particular attention is the administrative internship component. In Illinois, various professional, governmental, and state-supported organizations such as the Commission on School Leader Preparation, Illinois Council of Professors of Educational Leadership, and the Wallace Foundation have focused attention on the internship experience. A recent report to the Illinois General Assembly by the Illinois School Leader Task Force included a series of recommendations to improve the quality of school leadership programs. One of the recommendations suggested improvement of the administrative internship. There is a growing body of research which confirms the difference highly effective principals can make. Therefore, this study was designed to gather important information from the perspectives of Illinois principals about the nature and scope of Illinois university K-12 administrative internship programs. Principals presented recommendations regarding the types of experiences that should be included in the internship to adequately prepare administrators for their first administrative position. In addition, principals offered professors of education administration suggestions to improve other internship components. This manuscript reports the results of this research study.
- Published
- 2009
14. Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 6. Perspectives Charter School
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Education Resource Strategies, Shields, Regis Anne, Ireland, Nicole, City, Elizabeth, Derderian, Julie, and Miles, Karen Hawley
- Abstract
This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high schools across the country in designing new ways to "do school" while outperforming most high schools in their local districts. ERS found that Leading Edge Schools deliberately create high-performing organizational structures, or Strategic Designs, that deliberately organize people, time, and money to advance their specific instructional models--the set of decisions the schools make about how they organize and deliver instruction. They create these Strategic Designs through four interconnected practices: (1) Clearly defining an instructional model that reflects the schools' vision, learning goals, and student population; (2) Organizing people, time, and money to support this instructional model by (a) investing in teaching quality, (b) using student time strategically, and (c) creating individual attention for students; (3) Making trade-offs to invest in the most important priorities when faced with limits on the amount, type, and use of people, time, and money; and (4) Adapting their strategies in response to lessons learned and changing student needs and conditions. Using these strategies as their framework, ERS assessed case study school practices and quantified their resource use. They did this by creating a set of "diagnostic indicators" that describe how schools best use their resources for improving student performance. They are used throughout the case studies to illustrate resource use. ERS hopes that these case studies will serve multiple purposes: to generate ideas about implementing strategies in schools; to help develop new small schools and reform existing schools; and to engage colleagues, principals, and teachers in conversations about what is possible in their districts. Appendices present: (1) Resource strategies; (2) Perspectives sample student schedule; (3) Perspectives graduation requirements; and (4) Perspectives staff list. (Contains 11 notes and 7 figures.) [For the full report, "Strategic Designs: Lessons from Leading Edge Small Urban High Schools," see ED544382.]
- Published
- 2008
15. The Instructional Planning Experiences of Beginning Teachers
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Ball, Anna L., Knobloch, Neil A., and Hoop, Sue
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The purpose of this collective case study was to understand the nature of planning and the influences on planning among intern and novice teachers in Illinois. Sixteen intern teachers and 15 novice teachers participated in reflections, focus group interviews, and individual interviews. In regard to the nature of planning, both intern and novice teachers planned as a mental process, conceptualized and prioritized content, and utilized a daily or hourly planning approach. Interns differed from novices in the use of adaptation of lesson planning approaches. In regard to influences on planning, both interns and novices noted knowledge and experience, schedules, school administrators, facilities, technology, and resources, students, personality, and impracticality of planning methods. Further, intern teachers and novice teachers had unique influences on planning based upon their differing contexts, expectations, and teaching experiences. (Contains 1 figure and 2 tables.)
- Published
- 2007
16. Research Fresh from Florida. Proceedings of the National Agricultural Education Research Conference (26th, Orlando, Florida, December 11, 1999).
- Author
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American Association for Agricultural Education.
- Abstract
The following are among the 47 papers included: "Academic Performance and Retention of College of Agriculture Students" (Garton, Dyer, King); "Perceptions of Recent Graduates and Employers about Undergraduate Programs in the College of Agriculture and Natural Resources at Michigan State University" (Heyboer, Suvedi); "Survey of Early Leavers" (Fanno, Cole); "Selecting a Major in Agriculture" (Wildman, Torres); "An Assessment of Agricultural Literacy in K-8 Schools" (Igo, Leising, Frick); "Comparison of Elementary Teachers' Use of Agriculture in Their Teaching" (Wilhelm, Terry, Weeks); "Developing a Process for an Elementary and Middle School Agriculturally Based Curriculum" (Hikawa, Trexler); "Measuring the Ethical Cognition Effect of a Videotape Livestock Show Ethics Education Program" (Goodwin, Briers, Murphy); "Status of Community Service Learning in 4-H Programs" (Wyble, Kotrlik); "Teams in Agricultural Education" (Cummins, Townsend); "Using Multivariate Analysis Techniques to Identify Factors Influencing FFA (Future Farmers of America) Membership in High School Agricultural Education Programs" (Gliem, Gliem); "Economic Impact of Supervised Agricultural Experience Programs in Georgia" (West, Iverson); "Supervised Agricultural Experience" (Camp, Fallon, Clarke); "Changes in Missouri SAE (Supervised Agricultural Experience) Programs" (Graham, Birkenholz); "Integrating Science in Agricultural Education" (Balschweid, Thompson); "Developing a Web-Based System to Address Accountability and Reporting Needs for Cooperative Extension" (Radhakrishna, Pinion);"Confirming Perception" (Lippert, Radhakrishna, Plank); "Perceptions of the Louisiana Legislature toward the Louisiana Cooperative Extension Service" (Hodson, Kotrlik); "Assessing Farmers' Internships and Needs for Specialty Corn and Soybean Information in the Lower Illinois River Basin" (Swanson, Samy, Sofranko, Harper, Frerichs); "Perceptions of Stakeholders toward Linkages and Curriculum in Urban Agricultural Education Programs" (Trede, Russell); "Developing an Urban Agricultural Education Program" (Russell, Trede); Using the AgEd Network as an Instructional Tool to Integrate Technology in the Classroom" (Thompson; Nelson); "Higher-Order Thinking Skills versus Lower-Order Thinking Skills" (Edwards, Briers); "Career Choices and Factors Influencing Career Change among Agricultural Education Graduates" (Garton, Cartmell); and "Cognitive Abilities of Preservice Teachers" (Torres). Also included are critiques of each paper and 11 poster abstracts. (MN)
- Published
- 1999
17. Do Project Pedagogies Make a Difference?
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Simeone, James and Shaw, Greg M.
- Abstract
Community-based action research (CBAR) encourages students to view internships and other civic-engagement opportunities as the first steps in collaborative projects that build long-term relationships with community partners and model how democracy works. We marshal longitudinal data, qualitative and quantitative, on both attitudes and behaviors to demonstrate meaningful impacts of community-based work by university students. Our approach to this difficult question involves the use of a treatment group contrasted with two distinct control groups: one situated somewhat closely to the experiences of the treatment group and one more distantly. Despite the difficulty of developing metrics of attitude and behavior change over relatively short periods of time, we achieve leverage on the question of how project pedagogies and experiential learning shape civic attitude formation and associated changed behaviors.
- Published
- 2017
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18. A Comparison between Saudi and American School Principal Preparation Programs
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Altuwaijri, Anas
- Abstract
Saudi educators are increasingly concerned over whether principal preparation programs in Saudi Arabia are accomplishing their goal of developing qualified leaders who are prepared to take on the tasks of school principals. Thus, Saudi researchers recommend that the school principal preparation programs undergo evaluation. This study examines American school principal preparation program components to determine their applicability to Saudi programs. Data analysis focused on Title 23 Illinois Administrative Code 30 and the Saudi School Principal Preparation Program Guidelines with a specific focus on their general program requirements, internship requirements, coursework requirements, and staffing requirements. This research uncovers several similarities and differences between the Saudi and Illinois principal preparation programs. Both programs establish regulations and instructor qualifications as well as requirements for a program coordinator, accreditation, and completion of a supervised internship. The differences between the two include the areas of program structure, course requirements, and educational standards. The study's findings encourage future research in two areas to improve principal preparation programs in Saudi Arabia: principal performance before and after program participation and study replication using Gulf Region, Middle East, European, or Asian countries as comparable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2016
19. Safe Passages: Journal Process Inspires Competence and Confidence in Emerging Leaders
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Carlson, Karen Glinert, Harsy, Kathleen Ann, and Karas, Susan M.
- Abstract
Using the Reflective Dialogue Journal process, principal leadership candidates at Dominican University gain critical support and a partner to share ideas and test theories on a regular and as-needed basis. After two years of implementation with 60 principal interns from public, charter, and private/parochial schools, there are more than 1,500 journal entries, enough evidence to show that the Reflective Dialogue Journal has potential to advance novice leaders and may also help other novice educators in a variety of roles. This article discusses the following: (1) What is a Reflective Dialogue Journal?; (2) Outcomes; (3) Why it Works: (4) Moving from Initiation to Competence; and (5) Implications for Future Work.
- Published
- 2014
20. Voices of Superintendents: 'Give Us Relevant and Challenging Preparation for a Tough Job'
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Tripses, Jenny, Hunt, John W., and Watkins, Sandra G.
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This manuscript reports results from two open-ended questions from a larger descriptive study that sought to gather perceptions from practicing Illinois superintendents on coursework and other program characteristics in superintendent preparation programs. The study surveyed all Illinois superintendents (873 districts) using an online survey. We asked superintendents two open-ended questions about the knowledge and skills that should be included in superintendent preparation programs and what advice they might offer professors of educational administration to improve superintendent preparation programs. Responses to the first question essentially aligned with national standards for school leadership preparation. When asked to provide advice to superintendent preparation programs, practicing superintendents stated the importance of program relevancy to rapidly changing and challenging school district environments. Respondents provided important insights into moral leadership, political acumen, university faculty credibility, and characteristics of learning experiences. The most often mentioned learning experience was the internship. No respondent reported his or her internship experience had been too rigorous. (Contains 1 table.)
- Published
- 2013
21. Innovative Principal Preparation Programs: What Works and How We Know
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Davis, Stephen H. and Darling-Hammond, Linda
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This article provides an overview of the contexts, the key features, and the evidentiary data--the criteria regarding candidates to engage in administrative work--for five innovative principal preparation programs. Short case studies and cross-case analysis of the sample programs are used to provide thorough descriptions. The five programs in fact share many characteristics and design structures that warrant close consideration, given each program's specifically measured success.
- Published
- 2012
22. The CollegeKeys Compact[TM]: 2012 Catalog of Effective Practices. Programs and Practices that Expand Options for Students from Low-Income Backgrounds
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College Board Advocacy & Policy Center
- Abstract
The CollegeKeys Compact[TM] is a national call to action to school districts, colleges and universities, state education agencies, and nonprofit organizations to identify, share and expand programs and practices that address the needs and challenges of low-income students and help them get ready for, get into and get through college. The College Board is committed to disseminating information about these effective practices and recognizing exemplary programs through the Innovation Awards program. To date, more than 625 institutions and organizations have signed on to the Compact, reaffirming their commitment to expanding opportunities for students from low-income backgrounds. This catalog showcases programs that were submitted for consideration in the 2012 Innovation Awards. It is hoped that this catalog will be a useful resource for educators and policymakers alike, and that others are inspired by the excellent work being done around the nation to help students from low-income backgrounds.
- Published
- 2012
23. Preparing Future Faculty: Ten Years Later
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Murphy, Sean P., Aiossa, Elizabeth, and Winter, Mary Mugica
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When Sean Murphy designed the Graduate Student Internship Program at the College of Lake County (CLC), his 2001 TETYC article about the then two-year-old program detailed his programmatic response to the job market. Ten years later, the CLC-DePaul University partnership remains the strongest of the original dozen cross-sector relationships CLC initiated, and DePaul's Department of English now offers a Certificate in Teaching English at the Two-Year College to its master's students. This article describes the evolution of a program for preparing future two-year college faculty in the context of the academy writ large and from the perspectives of the program's founder, the department chair who contributed to the program's success, and a program participant turned full-time tenured faculty member.
- Published
- 2010
24. Designing Principal Preparation Internships to Strengthen School Leadership
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Risen, D. Michael and Tripses, Jenny S.
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The purpose of this study was to analyze changes made to the design of a principal preparation internship. The study is based in part upon findings of a previous study on internship practices in Illinois administrator preparation programs (Tripses, Philhower, Halverson, Noe, & Morford, 2005) which found discrepancies in the design of internship programs based upon the state standards for principal preparation programs. Revisions were based upon a review of the current literature and faculty analysis of student performance under the previous internship design. Revisions involved clarification of expectations for students through the design of the internship, creation of effective assessments connected to these expectations, and finally employing sound instructional pedagogies to create the kind of leaders American society deserves.
- Published
- 2008
25. Dual Enrollment and Advanced Placement: Partners for Student Success
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Swanson, Joni
- Abstract
Although 80%-85% of high school graduates in Geneseo, Illinois intended to enroll in postsecondary institutions, only 30%-40% completed the ACT-recommended college core curriculum and even fewer (10%-12%) enrolled in credit-based transition programs, such as AP or dual or concurrent enrollment courses. Students were fulfilling the high school graduation requirements, but enrolling in rigorous courses was not a priority. In this article, the author describes how the Geneseo school district instituted 2010 Initiative, a multiyear plan for all students to graduate with college credit or a vocational certificate. The initiative includes the following features: (1) Opportunities for all high school students to graduate with college credits and/or a completed vocational program certificate by the year 2010; (2) High academic expectations for all students; (3) Vertical teaming of science, English, math, social science, foreign languages, and fine arts teachers; (4) Dual/concurrent enrollment courses and certificate training programs that emphasize core academics and vocational and technical courses; (5) More AP classes; (6) Community support for students' participation in college-level classes through internships and scholarships; and (7) Purposeful communication with parents and students concerning postsecondary and vocational planning beginning in middle school.
- Published
- 2007
26. The Chicago Experience: Border Crossing for Social Studies Preservice Teachers
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Wade, Rahima and Raba, Sarah
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Research on a week-long internship in inner city Chicago schools and community agencies revealed that "border crossing" can assist social studies preservice teachers in learning about the inner city, but critical reflection and long term program commitment to unlearning racism and developing multicultural teaching competencies are necessary for white teachers to develop the knowledge, skills, and attitudes for teaching in diverse settings. The potential and limitations of short-term inner city experiences as well as ideas for more comprehensive efforts at creating culturally competent white teachers are discussed.
- Published
- 2003
27. Profiles of Excellence in Business and Education Leadership.
- Author
-
National Alliance of Business, Inc., Washington, DC.
- Abstract
This document contains two papers on excellence in business and education leadership. "Corporate Leadership in Improving Student Achievement" (Edward B. Rust, Jr.) explains why business must remain involved in education and discusses the following efforts of the State Farm Insurance Company to assume a leadership role in educational reform: hosting a series of meetings on teacher quality throughout Illinois; establishing a program through which State Farm employees volunteer as substitute teachers; working to promote service learning; and providing leadership training and mentoring. "State Policies for Education Excellence" (Mark R. Warner) presents an overview of existing and proposed state policies for achieving educational excellence in Virginia. The following programs are highlighted: (1) SeniorNavigator.com, which is an online program that helps Virginia's senior citizens and their families, caregivers, and others to obtain answers to medical questions, locate senior health services, and connect with other senior citizens in their communities; (2) TechRiders, which has provided free computer training to more than 15,000 participants; (3) the Virginia High-Tech Partnership, which encourages black students to pursue technology careers by providing summer internship and job placement programs; (4) the Virginia Career Education Foundation; and (5) Virginia's Partnership for Achieving Successful Schools. (MN)
- Published
- 2002
28. Business/Industry Internship for Occupational Teachers Project. Final Report.
- Author
-
Southern Illinois Univ., Carbondale.
- Abstract
After refining the Illinois Model for Occupational Teacher Internship, 20 practicing occupational teachers in public schools field tested the model to determine the nature and value of the concept of business/industry internships. Some major findings from data on intern evaluations revealed that (1) the internship provided an educationally meaningful experience, (2) understanding of their field was enhanced through learning about job attitudes and expectations, and experience with new equipment, (3) personnel at the work sites were willing and able to provide needed assistance, and (4) time to accomplish the internship was difficult to find. Evaluations from employers were positive, indicating that the interns sought out activities and were satisfied by their performance as professionals seeking to attain skills for later use in the classroom. It was concluded that the Illinois Model was acceptable in terms of transportability and diffusion. Suggestions and recommendations are made concerning teacher awareness of opportunities for internships in industry, and the part that schools and universities should play in such efforts. The appendixes contain various examples of forms and correspondence used in the study. (HD)
- Published
- 1976
29. A Study of the Library Technical Assistant in Illinois.
- Author
-
Illinois Univ., Urbana. Library Research Center., Bloom, Janet, Bloom, Janet, and Illinois Univ., Urbana. Library Research Center.
- Abstract
Seeking a better understanding of the position of the Library Technical Assistant (LTA) in the library world, this study presents an overview of the LTA in Illinois, exploring problems related to their training and employment and providing a general description of the LTA. The first phase of this examination consists of an identification of the existing junior college and college programs in Illinois for LTA training and a description of these programs, covering such areas as curriculum, class scheduling, and composition of faculty. These programs are compared to each other and to standards recommended by the American Library Association (ALA). Phase two of the study, based on questionnaire responses, describes the LTA as a student and then as a library employee, including such factors as age, sex, experience education, and reasons for entering the program. Recommendations arising from the study include more formalized training programs in line with ALA standards, more formal delineation of job duties in job descriptions, and a better understanding on the part of library administrators of the proper realm of duties of the LTA. (Author/SL)
- Published
- 1975
30. A Follow-Up Study of Participants in Illinois Projects Funded with Education Professions Development Act (553) Grants for Fiscal Years 1969-1973. Final Report.
- Author
-
Northern Illinois Univ., De Kalb. and Ellis, Joseph R.
- Abstract
Fifteen Illinois Education Professions Development Act (553) funded projects, mainly directed toward professional development in vocational-career education, provided the basis for the followup study. The projects, which varied in scope, activity, and duration were: More Effective Staff Utilization, In-Service Education for Teachers of Disadvantaged Youth, Pre-Service Training in Environmental Occupations, Workshop on Career Education for Elementary School Principals, Health Occupations Teacher Education Program, Occupational Education Administration Training, In-Service Work Experience Internship Program for Occupational Education Teachers, Data Processing Institute for Teachers, Writing Measurable Objectives for Vocational Education, Pre-Service Training in Environmental Maintenance, VOTEC X349: A Correspondence Course in Leadership Development in Vocational Education, Teacher Education in Vocational and Technical Education, Vocational Education Institute: Leadership Development, Pre-Service Administration by Competency, and Internship for Leadership in Occupational Education. Interview results with 20 project personnel and 98 participants are presented as generalized responses to interview questions. Data from 301 questionnaires (60 percent return) are reported compositely, as well as individually for 13 projects. Both interview and questionnaire data indicated important positive changes in participants' professional performance and high achievement of intended project objectives. The 36-page appendix contains copies of the questionnaire, interview guides, and additional tabulated data. (EA)
- Published
- 1975
31. The Implementation of a Model Competency Based Graduate Program in Occupational Education Administration: Phase 3: Final Report.
- Author
-
Southern Illinois Univ., Carbondale. Dept. of Occupational Education.
- Abstract
The document reports on a model, performance-based, interdisciplinary program to prepare vocational directors in Illinois. Five objectives in the Occupational Education Administration Model's third year were: (1) field-test the model; (2) develop implementation strategies for a transportable program; (3) provide experiences that would assure the attainment of 159 administrative and leadership competencies to 10 program participants; (4) place all participants in occupational education leadership positions by September 1975; and (5) qualify all participants to receive State of Illinois Level 1 supervisory certification. The degree of achievement of the objectives and the project's procedures are recounted briefly. Participants served internships for a school year, supervised in working on the 159 performances by a local cooperating administrator while completing course requirements for supervisory certification and engaging in enrichment activities. Forty pages offer project personnel information, followed by two three-page sections summarizing the project's evaluation and conclusions. The evaluation data is interpreted as bearing out the project's emphasis on interpersonal proficiency, and the project has prepared employable Occupational Education Administrators, but refinement of the orientation provided the project's instructors is needed. Extensive appendixes (66 pages) include the competency list, the performance assessment system, two followup studies, and a project evaluation. (AJ)
- Published
- 1975
32. The Computer Assisted Language Learning Outreach Project for Education.
- Author
-
Illinois Univ., Urbana. Language Learning Lab. and Chung, Ulric
- Abstract
The Computer Assisted Language Learning Outreach Project for Education (CALLIOPE) was established in 1985 to enhance foreign language instruction in Illinois elementary and secondary schools through inservice teacher education in the form of short workshops, intensive summer institutes, and an internship program. The specific approach is to encourage and facilitate the use of computer technology by foreign language teachers. A description of the program outlines its purpose and approach, inservice program elements, a roundtable conference used for information dissemination, and a brief critical analysis of the program and future directions. Appended materials include a list of workshop dates, locations, staff, and number of attendees from January 1986 through February 1988, a list of topics discussed as part of the summer institute curriculum, a list of 1986 and 1987 summer institute participants and their individual project topics, and a summary of the proceedings of the May 1987 roundtable conference. (MSE)
- Published
- 1988
33. Public Service Practicum Curriculum Guide.
- Author
-
Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education.
- Abstract
This Public Service Practicum Curriculum Guide is intended to assist social science and occupational teachers in the areas of public service and related occupations to develop, implement, and operate an internship program. Designed for use in all schools in rural, suburban, or city settings, this guide is based on a program developed in Elk Grove (Illinois) high school district 214. The first of eight sections provides information as to the need for including public service internships in all high school curriculums. Suggestions for developing a public service internship program are included in section two. Section three contains a suggested occupational public service course sequence since the program is designed to be an instructional program with a community experience. Section four contains a brief description of 147 public service occupations, related jobs, recommended high school courses, formal education required, Illinois colleges offering postsecondary programs, outlook for employment, and references for additional information. Section five includes a discussion of instructional methods, teaching units, training plans of career performance objectives, methods of evaluating student competencies, and learning activities. Section six involves evaluation of the practicum and includes evaluation instruments. Section seven provides general information essential to the development and operation of the program. An annotated bibliography of resource materials for both students and teachers appears in the final section. (BM)
- Published
- 1979
34. Clinical Experiences and Preparation of School Administrators.
- Author
-
Chaffee, Clifford H. and Sloan, Charles A.
- Abstract
In discussing the role of practical experience (be it called clinical experience, field experience, an internship, simulation, or role-playing) in the preparation of educational administrators, the authors present survey data and an example of institutional requirements. The survey data include information on state standards concerning the experience that is required both for administrator certification and for hiring. A description of the administrator preparation program at Northern Illinois University, DeKalb, provides the institutional example. The results of a survey of practicing principals and superintendents are also reported. (Author/IRT) concerning the experience
- Published
- 1980
35. Continuation of Pilot Program for Training Placement Personnel.
- Author
-
Southern Illinois Univ., Carbondale. Dept. of Vocational Education Studies.
- Abstract
Twelve members of school faculty and staff participated in a refined competency-based continuation of a pilot program to train individuals to function as placement coordinators in their schools in southern Illinois. Participants enrolled in a weekly placement seminar on campus for the 1978-79 academic year and in a continuous supervised internship in their schools which required them to operate a placement service. Summer internship experiences were provided by agencies other than their local school system. Project objectives were to (1) refine and amplify the identified competencies necessary for an individual to function as a job placement coordinator, (2) provide a training course for coordinators, (3) test the refined competencies for incorporation into a transportable model, and (4) evaluate the impact of program completers. Conclusions indicate that the placement coordinator training benefited the local education agency (LEA) and the participant; the transportable model developed represents an effective training system; LEAs participating in the program make greater developmental progress; and success in the development of an effective placement service is affected by an effective placement coordinator training program, LEA support and developmental initiative, and the acceptance of the school-based placement coordinator by school faculty and administrators, parents, business, and students. (YLB)
- Published
- 1979
36. School Psychology in Illinois.
- Author
-
Illinois State Board of Education, Springfield. Div. of Specialized Education Services. and Browning, Neil
- Abstract
This handbook for pupil personnel workers traces the historical development of school psychology and the pioneering work in this field done in Illinois. The role and function of school psychologists are outlined, dealing with special education, consultation, inservice training, and program development. The legal authorization for school psychological services is outlined, and requirements for certification are described. The purpose of the school psychology internship program is discussed, and the relationship between the State Board of Education and local school psychologists is detailed. The materials also list publications of the Illinois Sate Board of Education which relate to school psychological services. (JAC)
- Published
- 1982
37. School Nursing in Illinois.
- Author
-
Illinois State Board of Education, Springfield. Div. of Specialized Education Services. and Endicott, Bettye
- Abstract
This handbook for pupil personnel workers traces the historical development of school nursing and its establishment in Illinois. The role and function of school nurses are described, including planning and implementing optimum school health standards, protecting student health, and promoting well-being through the use of an interdisciplinary approach, i.e., teaming. School nursing goals and activities are outlined including assessment, health counseling and education, emergency care, and school-community relations. Administrative responsibilities are detailed along with legal authorization and the relationship of the State Board of Education to school nursing. The materials also describe school nurse certification requirements and the school nurse internship program. A list of related publications available from the Illinois State Board of Education is appended. (JAC)
- Published
- 1982
38. School Social Work in Illinois.
- Author
-
Illinois State Board of Education, Springfield. Div. of Specialized Education Services. and Morrison, Vaughn
- Abstract
This handbook for pupil personnel workers traces the historical development of school social work and its role in the Illinois public schools. The role and function of school social workers in promoting optimum educational programming by participating in an interdisciplinary team, consulting with teachers, evaluating students, providing casework services, and developing programs are presented. Legal authorization for these services under Illinois law is outlined and the relationship between social workers and the State Board of Education is discussed. The materials also describe the requirements for school social worker certification and the social work internship program. A list of Illinois Board of Education publications and professional social work journals and bulletins is appended. (JAC)
- Published
- 1982
39. Manual for School Psychology Internship Programs.
- Author
-
Illinois State Board of Education, Springfield. Div. of Specialized Education Services. and Browning, Neil
- Abstract
This manual, written for university program staff, students, and practitioners, delineates the requirements for and philosophical concepts supporting the school psychology internship program in Illinois. Chapter 1 presents the background and rationale for the internship program. Chapter 2 presents the requirements for approval as a school psychologist intern. Chapter 3 lists the objectives of the internship and describes the development of the training plan. Chapter 4 gives the requirements for approval of the training site, while chapter 5 lists the qualifications and requirements for the intern supervisor. Chapter 6 focuses on guidelines for program evaluation. The first three of four appendices summarize the procedures and timeline for program application, while the fourth appendix provides an example of an internship plan. (BL)
- Published
- 1984
40. Manual for School Social Work Internship Programs.
- Author
-
Illinois State Board of Education, Springfield. Div. of Specialized Education Services. and Morrison, Vaughn
- Abstract
This manual, written for university program staff, students, and practitioners, delineates the requirements for and the philosophical concepts supporting the school social work internship program in Illinois. Chapter 1 presents the background and rationale for the internship program. Chapter 2 delineates eight areas of competency to be developed during the internship, e.g., knowledge of school organization and roles, communication skill development, and research skills. Chapter 3 lists the requirements and qualifications for approval as an intern, including enrollment in an approved university training program. Chapter 4 presents the requirements for internship site approval, while chapter 5 presents the requirements for intern field instructor approval. Chapter 6 lists the requirements for approval of the internship program, and chapter 7 presents guidelines for program evaluation. Three of the four appendices summarize the procedures, application process, and timeline for interns. The fourth appendix provides an example of a school social work internship program plan. (BL)
- Published
- 1984
41. On-the-Job Updating for Teachers.
- Author
-
Washburn, John S. and Galloway, James R.
- Abstract
The authors describe the state-sponsored Illinois Vocational Instructor Practicum. This program provides financial support for teachers to spend up to eight weeks in a private sector position, allowing them to update their work when they return to the vocational education classroom. (CH)
- Published
- 1987
42. On-the-Job Updating: Business Teachers Learn from Business and Industry.
- Author
-
Wentling, Rose Mary and Helbling, Joseph
- Abstract
The authors describe an Illinois program that provides grants to help business teachers update their knowledge and skills by interning in a private sector organization. Information on teacher selection is provided, as are descriptions of the actual experiences of five teachers. (CH)
- Published
- 1988
43. Learning to Think and Act Like Management
- Author
-
Giermak, E. A.
- Abstract
Describes the internship phase of the Supermarket Management Program at College of DuPage in Glen Ellyn, Illinois, which requires the students to view their on-the-job training as an opportunity to think and act like management. (BM)
- Published
- 1977
44. Integrating an innovative social work practice into a pediatric dental residency program.
- Author
-
Purkis, Elisabeth A, Hill, Brittaney, da Fonseca, Marcio A, and Stanford, Clark M
- Subjects
- *
PROFESSIONAL practice , *EVALUATION of human services programs , *SOCIAL workers , *INTERNSHIP programs , *HUMAN services programs , *SURVEYS , *RESEARCH funding , *QUESTIONNAIRES , *DESCRIPTIVE statistics , *SOCIAL services , *PEDIATRIC dentistry , *INTERDISCIPLINARY education , *DATA analysis software - Abstract
Summary: This article describes the implementation and outcomes of a social work program in a university pediatric dental clinic serving low-income families. The goal was to decrease barriers to dental care access, decrease appointment failure, and improve interprofessional practice (IPP). Funding was obtained through a foundation to hire a social worker and two interns, and cover program costs. A survey identified barriers families faced to obtain and complete pediatric dental care. Residents, dental students, and faculty make referrals to the social workers who intervene to help families overcome challenges for their children's care. Findings: The program started in January 2019 and outcomes are reported through June 2021. The largest barriers families identified were lack of a pediatric dentist near home accepting public insurance (91%), the dentist who saw their child only did exams and cleanings but not fillings (84%), and need for specialized dental care (77%). Five hundred and eleven families were referred to the social workers, most commonly for resources, information or other referrals (30.5%), dental insurance lapse (14.9%), caregiver guidance on oral health (10.6%), mental health concerns (10.4%), and poor treatment compliance (9.6%). Social workers provided 424 interventions, mostly about information regarding community resources (26.8%), transportation issues (15.9%), and telephone consults (14.2%). Appointment failure rates decreased from 17% to 13.5%, while the cancelation rate decreased from 19.2% to 14.3% from January 2019 to June 2021, respectively. Applications: Social workers helped decrease barriers to pediatric dental care, improve attendance to dental appointments, and enhance IPP for pediatric dental residents, students, and faculty. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
45. Medical Assistant Apprenticeship at an Academic Medical Center.
- Author
-
Moran, Molly
- Subjects
- *
ACADEMIC medical centers , *OUTPATIENT medical care , *ALLIED health education , *CLINICS , *CURRICULUM , *TASK performance , *WORKFLOW , *HUMAN services programs , *INTERNSHIP programs , *MEDICAL assistants , *DECISION making , *CLINICAL competence , *CERTIFICATION , *MANAGEMENT , *MEDICAL practice , *PROFESSIONAL licensure examinations - Abstract
Medical assistant vacancies require ambulatory care clinics to reallocate critical, clinical workflows to other members of the healthcare team. This shift in workload can increase stress and burnout while decreasing overall top of license work. An urban, academic medical center implemented a medical assistance apprenticeship to address this workforce challenge. [ABSTRACT FROM AUTHOR]
- Published
- 2022
46. Applicant Evaluation of Residency Programs in a Virtual Format: A Mixed-Methods Study.
- Author
-
Tout, Wala, Oyola, Sonia, Sharif, Zakaria, and VanGompel, Emily White
- Subjects
SCHOLARSHIPS ,INTERNSHIP programs - Abstract
Background and Objectives: The first all-virtual residency application cycle took place in 2021. Virtual programming can reduce cost, time, and travel burden; these may be especially beneficial to applicants with fewer resources and those from underrepresented backgrounds (URM). Little is known about how applicants evaluate key ranking factors, especially in a virtual format. This study aimed to assess how applicants evaluated programs in the virtual cycle.Methods: We surveyed 271 fourth-year students at three Chicago medical schools after rank-list submission and prior to receiving match results in March 2021. The survey included questions on online content and importance of different ranking factors as well as open-ended questions on how participants evaluated their most important factors. We analyzed quantitative data using descriptive statistics and χ2 tests. We analyzed qualitative data using thematic content analysis.Results: Applicants cited goodness of fit, geographic location, program reputation, fellowship opportunities, and work/life balance as the top-five most important factors. URM applicants were more likely to prioritize diversity at institution or location (P<.0001). Interactions with residents and faculty and opportunities to observe interprogram dynamics were key to assessing fit but were often limited by the virtual format. Additional emergent themes provided recommendations for future cycles. Program websites and videos were rated as the most important online content types.Conclusions: This study provides information about how applicants evaluated the factors they deemed most important in assessing and ranking programs, which can help residency programs improve their recruitment efforts. [ABSTRACT FROM AUTHOR]- Published
- 2022
- Full Text
- View/download PDF
47. Collaborating to Integrate Education and Practice: A Model of a Physical Therapy Academic–Clinical Partnership.
- Author
-
Taylor, Sally M., McMenamin, Peter J., and Hilliard, Marjorie Johnson
- Subjects
INSTITUTIONAL cooperation ,ACADEMIC medical centers ,REHABILITATION centers ,PHYSICAL therapy ,CONCEPTUAL structures ,LEARNING strategies ,INTERNSHIP programs ,INTERPROFESSIONAL relations ,PHYSICAL therapy education ,DOCTORAL programs ,COMMUNICATION ,PHYSICAL therapy research ,EDUCATIONAL outcomes ,CLINICAL education - Abstract
Background and Purpose.: Strong academic–clinical partnerships have been advocated to optimize the training of the next generation of health professionals and to best meet the needs of patients and society. Despite the benefits of partnerships, there is a lack of literature describing successful models for collaboration between physical therapist (PT) schools and academic medical center hospitals. The purpose of this article was to describe the formal partnership between the Northwestern University, Feinberg School of Medicine, Department of Physical Therapy and Human Movement Sciences (DPTHMS) and Shirley Ryan AbilityLab in Chicago, Illinois. Method/Model Description and Evaluation.: The partnership is presented through the lens of D'Amour's 4-dimensional model of collaboration highlighting 4 critical dimensions of collaboration: shared goals and activities , internalization , formalization , and governance. Outcomes.: The establishment of this partnership has fostered the institutions' achievement of mutual goals supporting their interconnected visions and missions. Examples of the collaboration's shared goal and activities include: the tripling of clinical education experiences for professional Doctor of Physical Therapy (DPT) students; establishment of 2 post professional PT residency programs; proliferation of DPT teaching opportunities for Shirley Ryan AbiltyLab clinical PTs with formal university academic appointments for 6 Shirley Ryan Ability Lab PTs; and clinical appointments for 7 of 34 eligible DPTHMS faculty members. The internalization dimension is evidenced by regularly scheduled communications; promotion of opportunities for mutual acquaintanceship through shared boards and teams; socialization opportunities; and trust-building across institutions. The primary example of formalization is the legal collaboration agreement signed in 2013 and amended in 2019. Partnership governance is achieved through a structure of designated liaisons, shared boards, and regular interinstitutional leadership meetings. Discussion and Conclusion.: D'Amour's structuration model describes predictors for successful interinstitutional clinical–academic partnerships. The model's 4 collaboration dimensions facilitate the assessment of partnership success for both established partnerships and for institutions in the planning stage of such collaborations. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
48. Victory! Northwestern University Ends Animal Use in Surgery Training.
- Subjects
SWINE ,UNIVERSITIES & colleges ,ANIMAL rights ,INTERNSHIP programs ,OPERATIVE surgery - Abstract
The article focuses on the cessation of using live pigs for surgical training at Northwestern University in Evanston, Illinois, following advocacy efforts by the Physicians Committee. It discusses the campaign's impact, including the removal of live animal use in teaching surgery residents and the shift towards using simulators modeled on human anatomy.
- Published
- 2024
49. Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools.
- Author
-
Waitoller, Federico R. and Maggin, Daniel M.
- Subjects
- *
CHI-squared test , *CONFIDENCE intervals , *ELEMENTARY schools , *HIGH schools , *INTERNSHIP programs , *LONGITUDINAL method , *RACE , *RACISM , *RESEARCH funding , *SCHOOLS , *SPECIAL education , *DESCRIPTIVE statistics , *ODDS ratio - Abstract
This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of institutional isomorphism and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students' placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools' (NS) racial inequities evidenced in access to general education classrooms. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
50. Haven or Limbo? Neuroscientist Refugees From National Socialism Escape to Illinois.
- Author
-
Zeidman, Lawrence A.
- Subjects
- *
NATIONAL socialism , *NEUROSCIENTISTS , *INTERNSHIP programs , *FINANCIAL security , *REFUGEES - Abstract
At least 9 neuroscientists immigrated from Nazi Europe to Illinois to escape tyranny and attempt to re-establish their careers. Some work has been published in print on eponymous neuroscientist Adolf Wallenberg, as well as 2 others but not on Ernst Haase, Frederick Hiller, Erich Liebert, Bruno Volk, Heinz (Henry) von Witzleben, or Gerhard Pisk. Before leaving Germany or Austria, these downtrodden specialists were dismissed from long-held posts sometimes for trumped-up charges, stripped of their financial security, and forced to leave relatives behind. At least 1 left only for personal and political, but not because of racial, reasons. Illinois, in exemplary fashion, welcomed these unfortunate survivors more than many other states because of limited licensing requirements, numerous opportunities at state hospitals, and special internship programs. Some of them successfully continued their research agendas and published, taught neurology students and trainees, and added to the expansion of neurologic care in Illinois or elsewhere, but most of them took years to reacquire the academic rank they lost and never regained their career momentum. These refugees survived and passed on some of their extensive training and expertise to a new generation of neuroscientists in America, but not without significant cost. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
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