Search

Your search keyword '"Dowd, P."' showing total 5 results
Start Over Author "Dowd, P." Region u.s.; illinois
5 results on '"Dowd, P."'

1. A Human Resource Development Action Plan for the Radiography Program Sponsored by Lincoln Land/St. John's Based on a View of the Radiographer of the Future.

Author

Dowd, Steven B.

Abstract

The purpose of a practicum was to develop an effective and valid human resource development plan based on a view of the practitioner of the future. The targeted program was one in radiography (radiologic technology) co-sponsored by Lincoln Land Community College and St. John's Hospital (Illinois). A review of the literature was used to establish a view of the practicing radiographer of the year 2000 and beyond. A formative committee, a selected panel of experts in the field, validated this vision. Subsequent development of the human resource plan involved the formulation of seven major assumptions based on four sources: (1) the view of the future radiographer described in the literature review; (2) development of five major goals for the program from the assumptions; (3) integration of these goals with goals from the previous plan, leading to six human resource priorities for the radiography program; and (4) development of an evaluative section to use the plan to improve program effectiveness. This plan was approved by the program advisory committee and validated through a questionnaire administered to a small group of committee members. Recommendations concerned implementation of the plan and annual evaluation. (Appendixes include a list of 63 references, original human resource plan, the integrated human resource plan, and evaluation questionnaire.) (YLB)

Published
1991

2. Adult Education in Radiologic Technology: A Review.

Author

Dowd, Steven B.

Abstract

In almost all its aspects, radiologic technology education is adult education. Boyle's (1981) adult learning model has four components: (1) the learner in terms of motivation; (2) learning as a change process; (3) the experiential role of education; and (4) the facilitative role of the educator. Andragogy, as defined by Knowles (1977, 1980), is a set of assumptions about adult learning (e.g., adults desire and implement a tendency toward self-directedness as they mature). When the critical thinking literature is compared with andragogy, it is found that many assumptions and lack of assumptions are similar. The two aspects of adult education most relevant to radiologic technology educators are teaching entry-level adult students, and continued professional education. Littlefield (1991) suggested that adult education, as related to radiologic technology, must define the broad mission of adult education, review philosophical assumptions, and combat some common misconceptions. The literature indicates that radiologic technologists need to participate in continuing education from a standpoint of accountability rather than mandate. Research on radiologic technologists' participation in continued education has focused on motivation, educational needs, and barriers. Research suggests that adult learning should be fused with concepts of leadership to develop a teaching model. The philosophy, history, and practices of adult education should be integrated with the discipline of radiologic technology as a guide to future theory and practice. (57 references) (YLB)

Published
1991

3. Accountability and the New Essentials.

Author

Dowd, Steven B.

Abstract

The current emphasis in education on accountability is tending toward "push-button accountability." The challenge is to evaluate access and retention as well as other educationally relevant goals to define "quality" or "accountability." In higher education, accountability should be proven through assessment and should consist of proof that what one says students receive from the educational experience is what they really get. Radiologic technology programs have traditionally gone beyond the minimal requirements set forth for accountability in colleges. The demand for accountability will lead to new ways to prove quality. The concept of value-added education will become more important and will be increasingly used as a measure of quality. Basic questions that will be asked can be subdivided into Access indicators and Quality indicators. The radiologic technology educator will need to support outcomes measures. The profession has adopted accountability demands as can be seen in the "Essentials and Guidelines of an Accredited Program for the Radiographer." In an "outcomes" environment, there is a definite need to be proactive. Admissions standards in radiography and radiation therapy with their focus on equity represent a sample action strategy. The "Essentials" allow for institutional prerogative while focusing on matters of objectivity so that programs may choose students they feel will be productive radiographers. (23 references) (YLB)

Published
1991

4. AIDS Knowledge and Attitudes of Health Professionals. An Annotated Bibliography.

Author

Dowd, Steven B.

Abstract

This bibliography presents, in reverse chronological order, the results of 22 articles from professional journals discussing the knowledge and attitudes found in various groups of health professionals regarding acquired immune deficiency syndrome (AIDS), Human Immunodeficiency Virus, and patients with AIDS. This review covers a 5-year retrospective search of the literature. The findings of most of the studies are that AIDS patients are feared by many health professionals, including those with many years of education, such as physicians and medical school faculty. Every article cited calls for more education--entry-level and continuing. Some call for education that is primarily attitudinal/affective; some for knowledge-based education; most call for more of both types of education. (KC)

Published
1990

5. The Effectiveness of SSR: A Review of the Research.

Author

Manning-Dowd, Alice

Abstract

In the past two decades, sustained silent reading (SSR) has gained attention as a component in many schools' reading programs. Some advocates of SSR differ slightly in their recommendations of specific rules, but most agree on the following guidelines: (1) no interruptions; (2) everyone reads, including the teacher; (3) students choose their own reading material; (4) no required reports; (5) a wide variety of reading materials should be available in the classroom; and (6) the time period should be increased gradually. Research conducted to determine the effects of SSR has produced mixed results, but most researchers seem to agree that SSR has a positive effect on reading comprehension and on students' attitudes about reading at all grade levels. However, research is less conclusive on the effect of SSR on students' reading achievement. Of the studies considered, six found SSR to have a significant positive effect on reading scores, whereas five showed no significant improvement. Since SSR appears to positively influence attitudes toward reading, it also appears that its benefits are long range. More research is necessary to determine conclusively the relationship between SSR as a method of reading practice and students' reading achievement. A two-page bibliography concludes the document. (JD)

Published
1985

Catalog

Books, media, physical & digital resources
See catalog results