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Models of Instruction Used in Speech-Language Pathology Graduate Programs.
- Source :
-
Communication Disorders Quarterly . Nov2010, Vol. 32 Issue 1, p3-12. 10p. - Publication Year :
- 2010
-
Abstract
- To meet the needs of a diverse student population while addressing the knowledge and skills outcomes of the curriculum, faculty should develop a repertoire of instructional models. Research-based instructional models from the fields of education and health care have been developed to support various learner outcomes. Emphasis on evidence-based practice in the field of communication sciences and disorders should include increased study of research-based instructional practices in higher education. The present study examined the models of instruction currently implemented by professors in speech-language pathology graduate programs. Problem-based learning and induction were used most frequently, followed by direct instruction. Cooperative learning, memory strategy instruction, and role play were used less frequently. Results suggest that instructors are utilizing a variety of instructional models to meet learning outcomes. Implications for the use of models of instruction, as well as future directions for research, are discussed. [ABSTRACT FROM PUBLISHER]
- Subjects :
- *ANALYSIS of variance
*COGNITIVE styles
*COLLEGE teachers
*COOPERATIVENESS
*PHILOSOPHY of education
*RESEARCH methodology
*MEDICAL education
*MEMORY
*PROBLEM-based learning
*ROLE playing
*SCALE analysis (Psychology)
*SURVEYS
*GRADUATE education
*EVIDENCE-based medicine
*PROFESSIONAL practice
*SPEECH therapy education
*TEACHING methods
*CONCEPT mapping
*EDUCATIONAL outcomes
*RESEARCH methodology evaluation
*CLASSIFICATION
Subjects
Details
- Language :
- English
- ISSN :
- 15257401
- Volume :
- 32
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Communication Disorders Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- 54875180
- Full Text :
- https://doi.org/10.1177/1525740109332833